LIBRARY OF CONGRESS. 

Chap Copyright No.... 

ShelLjfciin 4 

UNITED STATES OF AMERICA. 



HOENSHEL'S 



Advanced Grammar. 



E. J. HOENSHEL, ii M., 

Author op "Complete Grammar" and "Language Lemons 
and Elementary Grammar." 



Crane & Co., Publishers) 

Topeka, Kansas. 

1899. 









43848 



Copyright 1899, by Crane & Company, 
Topeka, Kansas. 



TWO COPIES RECEIVED, 









SECOND COPY, 







PEEFACE. 



There are at least two different ideas as to the office 
of English grammar : 

1. It is merely a record of usage. 

2. It makes rules to govern usage. 

Some grammars are written in accordance with the 
first idea, and some in accordance with the last ; but 
the present author believes that the real office of a 
text-book on English grammar is a combination of 
both ideas. While it is true that good usage makes 
rules, it is equally true that rules govern good usage. 
Simply to record examples from the so-called masters 
of our literature would leave the student in a maze of 
confusion. Examples can be selected from the writ- 
ings of the greatest authors in support of the most 
flagrant violations of well-established rules of syntax. 
Numerous sentences can be found having the objective 
case in predicate with be; as, "That's her"; " It will 
not be me." Also, sentences can be found containing 
the nominative forms after the prepositions but and 
save. This book takes the view that such expressions 
are incorrect — even if used by good writers some years 
ago — and that it is part of the province of English 
grammar to give rules for the government of present 
and future usage. The aim has been to follow the best 
(3) 



4 PREFACE. 

usage, and to deduce from such usage a system of rules 
that should not be violated. 

On the other hand, the author recognizes that, to 
some extent, the grammar must adapt itself to the 
existing literature, and that usage does not always 
agree with itself. 

* * * 

This book is a continuation of the author's Elemen- 
tary Grammar, and contains work for the Sixth, Sev- 
enth, and Eighth Grades. The Sixth Grade contains 
a concise review of the Elementary, but presents a 
broader and deeper treatment of the subject. The 
Seventh Grade treats of the more difficult points, re- 
peating nothing found in Grade G. Grades G and 7 
furnish a course in grammar sufficient for all ordinary 
purposes. The Eighth Grade contains a complete and 
philosophical review, presenting a logical classification 
of the subject. This grade also contains a discussion 
of many interesting topics, especially those about 
which authors disagree. 

Both books of the series follow the plan used in the 
author's Complete Grammar, published two years ago. 
In every grade, from the Third to the Eighth inclu- 
sive, and in almost every lesson, will be found exer- 
cises in etymology, analysis, and syntax. 

This is not the usual plan. In nearly all grammars 
one part of the book is devoted to etymology, another 
part to analysis (or diagrams), and still another part 
to syntax ; so that pupils must complete the entire 



PREFACE. 5 

book in order to obtain any knowledge whatever of 
some of the most important subjects of grammar. 
But when it is remembered that more than half of 
those entering school quit before completing the ordi- 
nary text-book on grammar, it will be seen that the 
usual plan is not the best. Besides, these three divi- 
sions of grammar are so intimately related that the 
study of any one aids in the study of the other two, 
and some points of any one cannot be well understood 
without a knowledge of the other two. It is certainly 
better to treat the subject in circles, each circle giving 
a broader and deeper view of the subject than the pre- 
ceding. 

It is believed that teachers will find the following 
distinguishing features in the book: 

1. It is practical. No useless lumber has been in- 
serted. 

2. It is teachable. Any teacher of ordinary ability 
can be successful with it. 

3. Large amount of constructive work — more than 
in any other advanced grammar published. 

4. A simple and comprehensive system of diagrams. 

5. The division of the work into grades. 

10nn E. J. HOENSHEL. 

September, 1899. 



CONTENTS. 



SIXTH GRADE. 

Page. 

The Parts of Speech 9 

Sentences — Classification 10 

Subject, Predicate, and Object 11 

Modifiers 12, 13 

Diagrams 13-15 

Phrases 16, 17 

Nouns — Classification 17, 18 

Review 18, 19 

Punctuation and Capitals 19, 20 

Gender 21-23 

Diagramming 23, 24 

Person 24, 25 

Review 25 

N umber 26-29 

Review 30, 31 

Case 31-36 

Parsing 36-38 

Review 38-40 

Proverbs 40, 41 

Pronouns — Personal 41,42 

Pronouns — Interrogative and Adjective 43, 44 

Pronouns — Relative 44, 45 

Pronouns — Review 45-47 

Pronouns — Parsing 47-49 

Review 49 

Proverbs 50 

Adjectives — Classification 50, 51 

Adjectives — Comparison 52-55 

Adjectives — Parsing 55 

Review 56, 57 

Verbs — Classification 57-59 

Verbs —Voice 59-61 

Verbs — Review 61 

Verbs — Mode 62-64 

Verbs — Review 64, 65 

(6) 



CONTENTS. 7 

Page. 

Verbs— Tense 65-67 

Verbs — Person and Number — Parsing 68, 69 

Infinitives 70 

Verbs — Parsing 71 

Shall, Will, Can, May, Teach, Learn 71, 72 

Eeview 72, 73 

Adverbs 74, 75 

Adjectives and Adverbs 75, 76 

Prepositions 76, 77 

Review 78, 79 

Conjunctions and Interjections 79 

Review 80 

Proverbs 81 

Review 81, 82 

SEVENTH GRADE. 

Sentences — According to Form 83, 84 

Clauses — Classification 84-86 

Diagramming 86, 87 

Adverb Clauses 87, 88 

Diagramming 88-90 

Noun Clauses 90-93 

Compound Sentences ' 93, 94 

Analysis 94, 95 

Phrases — Classification and Use 96-98 

Review \ 98 

Nouns — Review of Gender, Person, Number 99, 100 

Case 101-109 

Proverbs 109 

Pronouns 110-120 

Analysis 120, 121 

Review 121 

Adjectives 122-129 

Verbs— Classification 129-132 

Verbs— Voice 132-134 

Verbs— Mode 134, 135 

Verbs — Person and Number 136-140 

Verbs — Correct Forms 140-143 

Verbs — Conjugation 143-151 

Verbs — Review 151, 152 

Verbs — Infinitives 152-156 

Verbs— Participles , 157-162 



8 CONTEXTS. 

Page. 

Adverbs 163-167 

Prepositions 168-170 

Conjunctions and Interjections 170-172 

Analysis and Parsing 172, 173 

Review 173, 174 

Punctuation 175-177 

Essay ( proverb) 177 

EIGHTH GRADE. 

Sentences and Phrases 178-18! 

Varieties of Compound Sentences as to Form 181-183 

Varieties of Complex Sentences as to Form 184, 185 

Varieties of Dependent Clauses 186, 187 

Nouns — Classification 187,188 

Gender 188, 189 

Person 189 

Number 189-191 

Case 192-198 

Nouns — Review 199-202 

Pronouns — Classification 202,203 

Possessive Pronouns 204 

Relative Pronouns 205-209 

Pronouns— Review 209-216 

Adjectives 216-222 

Adjectives— Review 222-224 

Verbs — Classification . .' 225-227 

Verbs — Voice 227-229 

Verbs — Mode 230-232 

Verbs — Tense 233-234 

Verbs — Review 234-237 

Shall, Will ; Should, Would 238-240 

Verbs — Agreement 241-245 

Infinitives and Participles 245-248 

Review 248-251 

Adverbs 251-256 

Prepositions and Conjunctions 256-258 

Correlatives 260-263 

Words as Different Parts of Speech 263. 264 

Review 264, 268 

Difficult Sentences Analyzed 268-271 

Review 271-279 

Capitals and Punctuation 280-282 



SIXTH GRADE. 



To the Teacher: The work of the first five grades will be found in the author's 
"Elementary Grammar." 

In addition to the work outlined here, pupils should prepare one composition 
each week. This may be a description, a narrative, a letter, or a reproduction. 
Usually, two days should be given to each composition. Do not be satisfied with 
anything inferior to the pupil's best. 



LESSON I. 

THE PARTS OF SPEECH. 

1. The words we use in speaking and writing are 
divided into Nouns, Pronouns, Adjectives, Verbs, Ad- 
verbs, Prepositions, Conjunctions, and Interjections. 

2. A Noun is the name of anything. 

3. A Pronoun is a word used instead of a noun. 

4. An Adjective is a word used to modify a noun or 
pronoun. 

5. A Verb is a word that denotes action or being. 

6. An Adverb is a word used to modify a verb, an 
adjective, or an adverb. 

7. A Preposition is a word that shows the relation of 
its object to some other word in the sentence. 

(9) 



10 HOENSHEL'S ADVANCED GRAMMAR. 

8. A Conjunction is a word used to connect words, 
phrases, and clauses. 

9. An Interjection is a word used to denote strong 
feeling or emotion. 

10. These eight classes of words are called Parts of 
Speech. 

11. Write sentences until you have used at least one 
word of each part of speech. 



LESSON II. 
SENTENCES — CLASSIFICATION. 

1. A Sentence is a thought expressed by words. 

2. If you examine the following sentences you will 
notice that a sentence may be used to make a state- 
ment, to ask a question, to make a command, or to 
make an exclamation : 

1. The rose is beautiful. 

2. Was the river swift ? 

3. Bring your book. 

4. How high that bird flies ! 

3. A Declarative Sentence is one used in making a 
statement. 

4. An Interrogative Sentence is one used in asking a 
question . 

5. An Imperative Sentence is one used in making a 
command. 



HOENSHEL'S ADVANCED GRAMMAR. H 

6. An Exclamatory Sentence is one used in an ex- 
clamation, or in expressing strong feeling or emotion. 

7. Write a declarative, an interrogative, an impera- 
tive, and an exclamatory sentence with each of these 

words : 

bells ocean storm 

child flag dove 



LESSON III. 

SUBJECT, PREDICATE, AND OBJECT. 

1. Every sentence has two parts. The first part 
tells what we are speaking about, and the second part 
tells what we say about the first part. 

2. The Subject of a sentence represents that of 
which something is said. 

3. The Predicate of a sentence tells what is said of 
the subject. 

4. Name the subject and predicate of each of these 
sentences : 

1. Smoke curls. 5. Serpents crawl. 

2. Ice melts. 6. Bees work. 

3. Dew sparkles. 7. Brooks babble. 

4. Birds chirp. 8. Grass grows. 

5. If we write "Horses draw — ," we easily decide 
that horses is the subject and draw is the predicate, 
but we know that the sentence is not completed, be- 
cause there is no word that tells what they draw. 



12 HOENSHEL'S ADVANCED GRAMMAR. 

This word is called the Object of the sentence. 
"Horses draw wagons." 

6. Name the subject, predicate, and object of these 
sentences : 

1. Poets write poems. 

2. Artists paint pictures. 

3. Carpenters build houses. 

4. Birds make nests. 

5. Armies gain victories. 

6. Brutus stabbed Oa?sar. 

7. Roger Williams founded Rhode Island. 

8. Wolfe captured Quebec. 

7. The predicate may contain more than one word; 
as, "The work has been completed." In this sentence 
has been completed is the predicate. 



LESSON IV. 
MODIFIERS. 



1 . Notice these diagrams : 
1. Wolves I howl. 



Explorers | have discovered 

islands. 



The subject and predicate are written on a heavy horizontal 
line, and are separated by a short vertical line. 

The object is written on a lighter line placed after the predi- 
cate and a little below it. 

2. Diagram the sentences in paragraphs 4 and 6 of 
the preceding lesson. 



HOENSHEL'S ADVANCED GRAMMAR. 13 

3. When a word adds something to the meaning of 
another, or changes or modifies the meaning of an- 
other, it is called a Modifier of that word; as — 

The long train moves very slowly. 
The and long- modify train, slowly modifies moves, and 
very modifies slowly. 

4. Write three sentences, each containing* — 

1. A modified subject and a modified predicate. 

2. A modified subject, a modified predicate, and a 

modified object. 



LESSON V. 

DIAGRAMS. 

1 . Notice this diagram : 

soldiers [ fought 

The patriotic bravely. 

| very 

Modifiers are written on light lines, and are placed under 
the words they modify. 

2. Diagram these sentences : 

1. All men must die. 

2. The ranks were quickly broken. 

3. Few men have ever behaved so well. 

4. Too much time was wasted. 

5. The cold wind drives the fallen leaves. 

6. The lark sings joyously. 

7. So brave a deed cannot be too warmly commended. 

8. I met a little cottagejgirl. 

* This calls for six sentences — three for each heading under the paragraph. 



14 HOENSHEL'S ADVANCED GRAMMAR. 

9. You learn your lessons quickly. 

10. The Greeks loved the fine arts. 

11. They have sung that song remarkably well. 

12. He has sent away the ship. 

3. Write one sentence for each of the diagrams used 
in diagramming the first five of the preceding sen- 
tences. 



LESSON VI. 
DIAGRAMMING — Continued. 

1 . There may be more than one subject for the same 
predicate, more than one predicate for the same sub- 
ject, or more than one object for the same predicate : 

as — 

1. Brooks and rivers flow. 

2. Horses walk, trot, and run. 

3. Cities have streets and alleys. 

2. The same sentence may have two or more sub- 
jects, two or more predicates, and two or more ob- 
jects; as — 

Boys and girls study and recite grammar and arith- 
metic. 

3. Two or more subjects for the same predicate are 
called a Compound Subject, two or more predicates 
for the same subject are called a Compound Predi- 
cate, and two or more objects for the same predicate 
are called a Compound Object. 



HOENSHEL'S ADVANCED GRAMMAR. 



15 



4. Write two sentences, each containing — 

1. A compound subject. 

2. A compound predicate. 

3. A compound object. 

4. A compound subject and a compound predicate. 

5. A compound subject, a compound predicate, and 

compound object. 



Notice these diagrs 
1. Flowers ") 


tins : 
| decay. 




g 1 . 




plants & j 






kitten | 


f purred 


2. 


; " played 




| The 


i P- 
ran . 


3. 


child sj 


iw 






The 




r fircus 




< 


: fa the 

: 3 ' 

1 ^ animals. 



the 



In the second diagram, and is left out between purred and 
played. Its place is marked with a cross ( X )• 



6. Diagram these sentences : 

1. Days, months, years, and ages will circle away. 

2. A complete success or an entire failure was antici- 

pated. 

3. Empires rise and fall. 

4. The miners found gold, silver, and copper. 

5. The prisoners dug a tunnel and escaped. 



16 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON VII. 
PHRASES. 

1. There are many groups of words, properly put to- 
gether, but having neither subject nor predicate. These 
groups are called Phrases. 

2. A Phrase is a group of words properly put to- 
gether but not expressing a thought. 

8. A word may be modified by a phrase ; as — 

A company of soldiers marched into the city. 
The phrase "of soldiers" modifies company, and the phrase 
"into the city" modifies marched. 

4. Notice these diagrams : 

1. fox is — sly. 

I The 



ship | 



The 



3 

Liverpool. 



Sly is an adjective modifying fox, but it is part of the predi- 
cate. Notice the dash between is and sly. 

A phrase is placed under the word it modifies. The preposi- 
tion line extends below the line on which the object of the prep- 
osition is written. 

5. Diagram these sentences : 

1. Albany and Rochester are in New York. 

2. Gold is found in Montana, Colorado, and California. 

3. The top of the mountain is covered with snow. 

4. The capital of Virginia is on the James. 



HOENSHEL'S ADVANCED GRAMMAR. 17 

5. The greater portion of Africa belongs to Europeans. 

6. The Danube and the Volga are in Europe. 

7. The valley of the Nile is very fertile. 

8. The soldier immediately seized his gun and boldly 

attacked the intruder. 

9. The flag of the United States is red, white, and blue. 





red 


flag | is — 


! X white 




i P 
: 3 

': p- blue. 



10. The colors of the society are red and green. 

11. The Mississippi rises in the State of Minnesota, and 

empties into the Gulf of Mexico. 

12. In summer the rays of the sun are warm and pleas- 

ant. 



LESSON VIII. 
NOUNS — CLASSIFICATION. 

1. A Noun is the name of anything; as, Chicago, 
city, boy, peace. 

2. A Proper Noun is the name of a particular person,, 
place, or thing; as, Charles, London, Towser. 

3. A Common Noun is a general name, and can be 
applied to any one of a class; as, boy, city, dog. 

4. Some nouns are the names of groups of persons 
or things; as, audience, fleet, herd. Such nouns 
are called Collective Nouns. 

— 2 



18 HOENSHEL'S ADVANCED GRAMMAR. 

5. A Collective Noun is a name applied to a group 
of objects; as, flock, swarm, company. 

G. Some nouns are applied to qualities or conditions 

of persons or things ; as, wisdom, cold, height. 

We can think of wisdom, cold, and height without reference 
to any particular person or thing that is wise, cold, or high. 
Such nouns are called Abstract Nouns. 

7. An Abstract Noun is the name of a quality, not 
of a substance ; * as, beauty, virtue, whiteness. 

8. Name the collective and the abstract nouns found 
in this list : 

drove jury beauty class 

strength cheerfulness choir sorrow 

politeness assembly truth crowd 

9. Write three collective and three abstract nouns 
not mentioned in the preceding five paragraphs. 



LESSON IX 

REVIEW. 



1. Write two sentences, each containing a noun that 
is the name of — 

1. A class of animals. 

2. A class of trees. 

3. A class of buildings. 

4. A class of flowers. 

5. A special animal. 

6. A special building. 

7. A special book. 

8. A class of books. 

* A substance Is anything that has weight. 



HOENSHEL'S ADVANCED GRAMMAR. ' 19 

2. Write a sentence containing a noun that names a 
collection of — 



1. 


Bees. 


5. 


Fish. 


2. 


Soldiei*s. 


6. 


Wolves. 


3. 


Sailors. 


7. 


Chickens. 


4. 


Buffaloes. 


8. 


Thieves. 



3. Write a sentence containing an abstract noun 
meaning nearly the same as — 

1. Beautiful. 7. Strong. 

2. Cheerful. 8. High. 

3. Sweet. 9. Wide. 

4. Proud. 10. Hard. 

5. Deceive. 11. Wise. 

6. Truthful. 12. Bright. 



LESSON X. 
PUNCTUATION AND CAPITALS. 

1. A capital letter should be used — 

1. For the first letter of every sentence. 

2. For the first letter of every proper noun. 

3. For the first letter of every line of poetry. 

4. For the first letter of every direct quotation. 

5. For initials that represent proper nouns. 

6. For the words I and O. 

7. For the first letter of all names applied to the Deity. 

8. For the first letter of the days of the week and the 

months of the year. 



Write one sentence to illustrate each of the abov 



rule 



20 HOENSHEL'S ADVANCED GRAMMAR. 

3. A period should be used — 

1. At the close of each declarative and imperative sen- 

tence. 

2. After each initial. 

3. After every abbreviation. 

4. Write one sentence to illustrate each of the three 
rules for the use of the period. 

5. A comma should be used — 

1. To separate the name of the person addressed from 

the remainder of the sentence. 

2. To separate the words of a series. The word and is 

seldom used except between the last two of a se- 
ries ; but if and is used between every two, no 
comma should be used. 

3. To separate two adjectives modifying the same noun 

when and is omitted. 

6. The following sentences will illustrate the rules 
for the use of the comma : 

1. Jennie, will you assist me ? 

2. Will you assist me, Jennie ? 

3. Will you, Jennie, assist me? 

4. Gold, silver, and copper are found in Montana. 

5. Gold and silver and copper are found in Montana. 

6. A long, difficult lesson was recited. 

7. A long and difficult lesson was recited. 

7. The interrogation point should be used at the 
close of every interrogative sentence. 

8. Write sentences illustrating the rules for the use 
of the comma and interrogation point. 



HOENSHEL'S ADVANCED GRAMMAR. 21 

LESSON XI. 
GENDER. 

1. Several parts of speech are subject to changes in 
form and meaning; as, lion, lioness; tree, trees; boy, 
boy's; small, smaller; walk, walks. Such changes of 

form or meaning are called Properties, or Modifica- 
tions. 

2. The modifications of nouns and pronouns are 
Gender, Person, Number, and Case, 

8. Gender is a distinction of nouns and pronouns in 
regard to sex. 

4. Nouns and pronouns that refer to males are of 
the Masculine Gender; as, brother, he, Charles, 
king. 

5. Nouns and pronouns that refer to females are of 
the Feminine Gender; as, sister, she, Laura, 
queen. 

6. Nouns and pronouns that refer to objects neither 
male nor female are of the Neuter Gender; as, river, 
it, city, house. 

7. Nouns and pronouns that refer to either males or 
females,- or both, are of the Common Gender; as, 
parent, bird, they, children. 

8. Notice these nouns : 

brother, sister; lion, lioness; man-servant, maid-ser- 
vant. 



22 HOEXSIIEL'S ADVANCED GRAMMAR. 

You will notice that the gender of nouns is shown in different 
ways. 

9. The gender of nouns is indicated in three ways : 
by using different words, by using different endings, 
and by placing different words before nouns of the 
common gender. 

10. Copy these masculine nouns, and opposite each 

write the corresponding feminine form : 

emperor actor duke Mr. 

nephew tiger grandfather prince 

uncle gentleman landlord beau 



LESSON XII. 
GENDER — Continued. 



1 . Name the gender of each noun in these sentences : 

1. The Greeks were brave soldiers. 

2. The moon receives its light from the sun. 

3. Solomon had sheep, oxen, men-servants, and maid- 

servants. 

4. The teacher took the child in her arms. 

5. The last ray of sunshine departed. 

6. George Washington was the father of his country. 

7. Very early in the morning begin the songs of the 

birds. 

8. After breakfast the traveler started on his journey. 

9. One passenger lost her baggage on the voyage. 

2. Name the subject and predicate of each sentence 
in paragraph 1. 

3. Write two sentences, each having a masculine 
subject and a feminine object. 



HOENSHEUS AD VANCED GRAMMAR. 



23 



4. Write two sentences, each having a feminine sub- 
ject and a masculine object. 

5. Write two sentences, each having a noun or pro- 
noun of the common gender for the subject, and a 
neuter object. 

6. Write two sentences, each having a neuter sub- 
ject, and a noun or pronoun of the common gender for 
the object. 

7. Write two sentences, each containing one word of 
each of the three genders : masculine, feminine, neuter. 

8. Write two sentences, each containing one word of 
each of the four genders : masculine, feminine, neuter, 
common. 



LESSON XIII. 
DIAGRAMMING. 

1 . Notice this diagram : 



boat 



glides 



I That 



and 

large 



beautiful 



and 

smoothly swiftly. 



2. Diagram these sentences : 

1. The flag of the United States waved proudly aloft. 

2. Time flies very swiftly. 

3. The royal family rode to church in a beautiful car- 

riage. 

4. Columbus sailed in three ships from Palos in 1492. 

5. Alexander Hamilton was killed in a duel by Aaron 

Burr. 



24 HOENSHEL'S ADVANCE!) GRAMMAR. 

6. The hunter moved slowly and cautiously. 

7. The leader of the insurgents was killed in battle. 

8. The floor of the cave was covered with heaps of gold. 

9. For three years Jack scarcely thought of the bean- 

stalk. 
10. Sad and dreary are the days. 

3. Write three sentences, each having its subject 
and predicate modified by a word and a phrase. 



LESSON XIV. 
PERSON. 



1. Person is that property of a noun or pronoun 
which denotes the speaker, the person spoken to, or 
the person spoken of. 

2. The First Person denotes the speaker; as, "I, 
John, saw these things." "We heard a noise." 

3. The Second Person denotes the person spoken 
to; as, "Charles, come here." "You have done 
well." 

4. The Third Person denotes the person or thing 
spoken of; as, "Mary has the book." "The tree 
is tall." "He is here." 

5. Name the person of the nouns and pronouns in 
these sentences : 

1. Mr. President, I rise to ask a question. 

2. I, Nero, make this decree. 

3. These are thy glorious works, Parent of Good. 

4. They are not to blame. 

5. We are glad to see you. 



HOENSHEL'S ADVANCED GRAMMAR. 25 

6. Write a sentence containing — 

1. A pronoun, second person. 

2. A noun, second person. 

3. A noun, first person. 

4. A pronoun, third person. 

7. Write a sentence having fur its object — 

1. A pronoun, first person. 

2. A noun, third person. 

3. A pronoun, third person. 



LESSON XV. 

REVIEW. 



1. Write a sentence having for its subject — 

1. A proper noun, masculine, third person. 

2. A pronoun, masculine, second person. 

3. A pronoun, feminine, second person. 

4. A pronoun, masculine, first person. 

5. A common noun, feminine, third person. 

6. A common noun, common gender, third person. 

7. An abstract noun. 

2. Write a sentence having for its object — 

1. A pronoun, feminine, second person. 

2. A collective noun, neuter, third person. 

3. A pronoun, masculine, first person. 

4. A common noun, masculine, third person. 

5. A proper noun, masculine. 

6. A proper noun, neuter. 



20 HOENSHEUS ADVANCED GRAMMAR. 

LESSON XVI. 
NUMBER. 

1. Number is that modification of a noun or pro- 
noun by which it denotes one or more than one. 

2. The Singular Number denotes but one. 

3. The Plural Number denotes more, than one. 

4. Most nouns form the plural by adding s to the 
singular. 

5. Nouns ending in s, Z, X, sh, and ch form the 

plural by adding es. 

If you add s to such nouns as fox, bush, and bench, you 
will find that you cannot pronounce them without making an 
additional syllable. This is why such nouns form the plural 
by adding es. 

6. Write the plural of each of these nouns : 



chair 


star 


farm 


bush 


moss 


branch 


sketch 


cross 


storm 


door 


rock 


owner 


latch 


touch 


dish 


box 



7. Examine these singular and plural nouns: 

Boy, boys; toy, toys; lady, ladies; city, cities. Notice that 
in boy and toy, y is preceded by a vowel ; and in lady and city, 
y is preceded by a consonant. 

8. Nouns ending in y preceded by a vowel form the 
plural by adding S. Nouns ending in y preceded by a 
consonant form the plural by changing y to i and add- 
ing es. 



HOEXSHEL'S ADVANCED GRAMMAR. 27 

0. Write the plural of each of these nouns, and give 

the rule : 

gypsy fairy enemy tory 

turkey chimney remedy pulley 

victory melody entry lobby 

mystery tapestry inquiry attorney 



LESSON XVII. 
NUMBER — Continued. 



1. Notice these singular and plural nouns: 

Folio, folios ; echo, echoes ; piano, pianos. 

2. Nouns ending in o preceded by a vowel form the 
plural by adding s. 

8. Most nouns ending in o preceded by a consonant 

form the plural by adding es, but some add s only. 

The following are among those that add s only : 

canto solo piano lasso 

halo memento albino sirocco 

4. Most nouns ending in f and fe form the plural by 
adding s. The following change f and fe to v and 
add es. 



beef 


calf 


half 


knife 


leaf 


life 


self- 


shelf 


thief 


wife 


wolf 


sheaf 



28 HOENSHEL'S ADVANCED GRAMMAR. 

5. Write the plural of each of the following nouns 



safe 


proof 


roof 


chief 


leaf 


thief 


dwarf 


gulf 


knife 


turf 


shelf 


scarf 


negro 


hero 


lasso 


halo 


tomato 


volcano 


studio 


buffalo 


trio 


potato 


tornado 


canto 


ome nouns 


form their 


plural irregul 


arly ; a 


child, children ; 


foot, feet; 




man, men ; 




woman, women. 



7. Name at least three other nouns that have irregu- 
lar plurals. 



LESSON XVIII. 
NUMBER — Continued. 



1 . Write the plural of each of these nouns : 

mosquito portico veto cargo 

cameo halo lunch kiss 

quality quantity trophy tragedy 

mouse leaf loaf hoof 

2. A few nouns have the same form in both numbers ; 
as, one deer, several deer ; one sheep, many sheep. 

In this list are the following : 

deer sheep trout cannon 

series species pair grouse 

3. Use each noun of the preceding paragraph in two 
sentences : singular in one, and plural in the other. 



HOENSHEL'S ADVANCED GRAMMAR. 29 

4. The following nouns have no singular : 

ashes scissors oats tongs 

dregs trousers pinchers bellows 

snuffers cattle shears measles 

mumps victuals tweezers vespers 

5. Some nouns are always singular : 

gold silver wheat corn 

molasses copper sugar cotton 

Some of these nouns may be used in the plural when differ- 
ent kinds are meant ; as, sugars, coffees, cottons. 

6. This and that are used with singular nouns, 

and these and those with plural nouns. 

You will often hear such expressions as "these kind of peo- 
ple," " those sort of apples." These are incorrect because the 
plurals these and those modify the singulars kind and sort. 

7. Use these instead of this, and those instead 
<>f that, and rewrite these sentences: 

1. That tooth is decayed. 

2. This knife has two blades. 

3. This pony has a white foot. 

4. That child is obedient. 

8. Write the singular of these nouns : 



oxen 


mice 


wages 


series 


measles 


mumps 


juries 


shears 


swine 


species 


tongs 


deer 



30 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XIX. 
REVIEW. 

1. Give the rule for forming the plural of the fol- 
lowing nouns, and write the plural of two words under 
each class : 

1. Ending in s, z, x, ch, and sh. 

2. Ending in y preceded by a vowel. 

3. Ending in y preceded by a consonant. 

4. Ending in o preceded by a vowel. 

5. Ending in o preceded by a consonant. 

6. Ending in f or fe. 

2. Notice this diagram: 

The image was placed in the temple of Jupiter. 
image | was placed 



| The. 



temple 

o 
Jupiter. 



the 



3. Diagram these sentences, and name the gender, 
person, and number of each noun: 

1. Did he copy the letter neatly and correctly ? 

Interrogative sentences should be changed to declarative 
before they are analyzed or diagrammed. This sentence will 
become "He did copy the letter neatly and correctly." 

2. Does the lily grow on the mountains ? 

3. Backward and forward before the gate walked the 

watchful sentinel. 

4. The idler lost his situation by inattention to business. 

5. The cat in gloves catches no mice. 

6. A drowning man will catch at a straw. 



HOENSHEL'S ADVANCED GRAMMAR. 31 

7. Sweet are the uses of adversity. 

8. Nearly all the children had danced at the fair. 

9. The fire in the woods burned for several days. 

10. The fate of empires depends upon the education of 
the people. 



LESSON XX. 

CASE. 



1. Case is that modification of nouns and pronouns 
which shows their relation to other words. 

2. A noun or pronoun used as the subject of a sen- 
tence is in the Nominative Case. 

3. A noun or pronoun used as the object of a verb or 
preposition is in the Objective Case. 

4. Examine this sentence : 

Cromwell was a patriot. 
You will notice that patriot denotes the same person as 
Cromwell, and that it is part of the predicate. Patriot is in 
the nominative case. 

5. When a noun forms part of the predicate and 
denotes the same person or thing as the subject, it is 
called a Predicate Noun, or Predicate Nomina- 
tive, and is in the same case as the subject. 

6. The predicate nominative may be a pronoun ; as, 
' ' I am she " ; " It is you." 



32 HOENSHEVS ADVANCED GRAMMAR. 

7. Name the predicate noun in each of these sen- 
tences : 

1. A bay horse was the winner of the race. 

2. The man in the moon is not a real man. 

3. The earth and the moon are planets. 

4. The diamond is a valuable gem. 

5. The object has become the subject. 

8. Name the case of each noun in these sentences : 

1. The Greeks took Troy by stratagem, 

2. Vast prairies extend beyond the Mississippi. 

3. Before our house a prattling river runs. 

4. A beautiful flower is not always a fragrant flower. 

5. Rebellion to tyrants is obedience to God. 

6. Small acorns may become large trees. 

7. The President should be a wise statesman. 



LESSON XXI 
CASE — Continued. 



1 . Notice this diagram : 

Cromwell was = patriot. 

I a 
The predicate noun is separated from the verb by two 
dashes (the sign of equality). It always means the same 
person or thing as the subject. 

2. Diagram the sentences in paragraphs 7 and 8 of the 
previous lesson. 

3. Use each of these words in four sentences — first, 
in the nominative case, subject; second, in the nomi- 
native case, predicate noun; third, in the objective 



HOEXSHEL'S ADVANCED GRAMMAR. 38 

case, object of a verb; fourth, in the objective case, 
object of a preposition : 

coat oak printer 



LESSON XXII. 
CASE — Continued. 



1. A noun is often used as the name of the person or 
thing addressed, or without any connection with the 
remainder of the sentence ; as — 

1. Carlo, come here. 

2. Old King Cole, a merry old soul was he. 

2. A noun used as the name of a person or thing ad- 
dressed, or used independently, is in the Nominative 
Case. 

3. Examine these sentences: 

1. Henry, the carpenter, is an industrious boy. 

2. I saw Henry, the carpenter. 

You will notice that carpenter means the same person as 
Henry, and that it is not a predicate nominative. There may 
have been several Henrys, but the word carpenter tells which 
Henry is meant. Carpenter is said to be in apposition with 
Henry, and is in the same case. 

4. A noun or pronoun used to explain another noun 
or pronoun denoting the same person or thing is in the 
same case by apposition as the word explained. 

In the first sentence given in paragraph 3, carpenter is in the 
nominative case in apposition with Henry, and in the second 
sentence it is in the objective case in apposition with Henry. 
— 3 



34 HOENSHEVS ADVANCED GRAMMAR. 

5. A noun in apposition is usually set off by a 
comma. 

6. Write three sentences, each containing a noun in 
the nominative, used by direct address, or independ- 
ently. 

7. Write three sentences, each containing a noun in 
the nominative by apposition. 

8. Write three sentences, each containing a noun in 
the objective by apposition. 

9. Notice these diagrams : 

1. Mary, shut the door. 
Mary 
x I shut 



door. 



| the 

Words used independently are not connected with the sen- 
tence. 

You, the subject of shut, is not expressed ; that is, it is un- 
derstood. Its place is indicated by a cross ( x ). 

2. Mr. Jones, the banker, lives in a stone house. 



Mr. Jones (banker) lives 



the 



3 

house. 



stone 



A word in apposition is written on the same line as the word 
it explains, and is inclosed in a parenthesis. 

10. Diagram these sentences : 

1. Washington, the father of his country, was the first 
president of the United States. 



HOENSHEUS ADVANCED GRAMMAR. 35 

2. James Watt, the inventor of the steam engine, was 

born in Scotland. 

3. Mexico was conquered by Gortez, a Spaniard. 

4. Wolfe captured Quebec, a city in Canada. 

5. Soldiers, can we capture that fort? 



LESSON XXIII. 
CASE —POSSESSIVE. 



1. A noun or pronoun used to denote possession is in 
the Possessive Case. 

2. In these sentences carefully examine the nouns 
that are in the possessive case : 

1. The girl's fan is white. 

2. The girls' fans are white. 

3. The man's work is hard. 

4. The men's work is hard. 

3. Singular nouns, and plural nouns not ending in 
S, form the possessive by adding the apostrophe (') 
and s. Plural nouns ending in s form the possessive 
by adding the apostrophe only. 

4. Write the possessive singular, the plural, and the 

possessive plural of these nouns : 

baker tailor child miller 

fox woman mechanic baby 

5. Change these expressions to the form of the pos- 
sessive case ; thus — 

The wagon of the farmer — The farmer's wagon. 

1. The horses of the drivers. 

2. The tools of the blacksmith'. 



; HOEXSHEVS ADVANCED GRAMMAR. 

3. The clothes of the children. 

4. The eyes of the ox. 

5. The eyes of the oxen. 

6. The decisions of the court. 

7. The decisions of the courts. 

8. The chairs of the barbers. 

9. The interest of five years. 

10. The wages of one day. 

11. The wages of six days. 

12. The punishment of the criminals. 

0. Notice this diagram : 

dog lias lost 

| Charles's j pet | collar. 

l it* 



A noun or pronoun in the possessive case is placed as a modi- 
fier of the thing possessed. 

7. Diagram these sentences : 

1. My brother's partner has gone to Chicago. 

2. Peter's wife's mother was sick. 

3. Joseph, Jacob's favorite son, was sold to the Egyp- 

tians. 

4. The ornament of a, home is a true friend's presence. 



LESSON XXIV. 
PARSING. 



1. Parsing a word is naming the part of speech to 
which it belongs, its class or subdivision, all its modi- 
fications, and its relations to other words.* 

*In order to have good parsing, it is necessary to have a regular and systematic 
order, and to follow the same order all the time. 



HOENSHEUS ADVANCED GRAMMAR. 



2. The following is the order for parsing nouns : 
noun, class, gender, person, number, case, syntax. 
( By syntax is meant the office of the noun in the 
sentence.) 

EXAMPLES. 

Mr. Heath, Robert's friend, is a merchant, and keeps a 
large stock of goods. 

Mr. Heath is a noun, proper; masculine gender, third per- 
son, singular number, nominative case, subject of the verbs is 
and keeps. 

Robert's is a noun, proper; masculine gender, third person, 
singular number, possessive case, possessor of friend. 

Friend is a noun, common ; masculine gender, third per- 
son, singular number, nominative case, in apposition with Mr. 
Heath. 

Merchant is a noun, common ; masculine gender, third per- 
son, singular number, nominative case, in predicate with the 
verb is. 

Stock is a noun, common ; neuter gender, third person, sin- 
gular number, objective case, object of the verb keeps. 

Goods is a noun, common ; neuter gender, third person, plu- 
ral number, objective case, object of the preposition of. 

Remarks — 1. At first pupils should say "masculine gender, 
third person, singular number," etc., but after they are familiar 
with the order they may say " masculine, third, singular," etc. 

2. Friend and merchant are really common gender, but as 
they refer to Mr. Heath it is better to call them masculine in 
this sentence. 

3. The following is a model for written parsing: 



















Class. 


Gender. 


son. 


ber. 


Case. 


Syntax. 


Mr. Heath 


proper 


mas. 


third 


sing. 


nom. 


subject of is and keeps. 


Robert's 


proper 


mas. 


third 


sing. 


poss. 


possessor of friend. 


friend 


common 


mas. 


third 


sing. 


nom. 


apposition -with Mr. Heath. 


merchant 


common 


mas. 


third 


sing. 


nom. 


predicate with is. 


stock 


common 


neu. 


third 


sing. 


obj. 


object of keeps. 


goods 


common 


neu. 


third 


plu. 


obj. 


object of of. 



38 HOENSHEL'S ADVANCED GRAMMAR. 

4. Parse the nouns in these sentences : 

1. These things fill me with life and joy. 

2. Innocence is the charm of childhood. 

3. Wisdom's ways are ways of pleasantness. 

4. The workman did a good day's work. 

5. Mr. Roberts, the teacher, gave his book, a grammar. 

to Lawrence, his oldest pupil. 

6. Into the midst of the battle rode a fearless knight. 



LESSON XXV. 
REVIEW. 



1. Rewrite these sentences, using different nouns in- 
stead of those given, but making the sentences mean 
the same : 

1. The scholars need careful instruction. 

2. Liberty is better than slavery. 

3. The waves dashed the vessel against the pier. 

4. The engine runs with great speed. 

5. The narrative told by the clergyman was interesting. 

6. I took a stroll through the woods. 

2. Use each of these nouns in eight sentences : First, 
in the nominative case, subject; second, in the nomi- 
native case, predicate; third, in the nominative by- 
apposition; fourth, object of a verb; fifth, object of 
a preposition ; sixth, objective by apposition ; seventh, 
in the possessive singular; eighth, in the possessive 

plural : 

antelope ship 



HOENSHEUS ADVANCED GRAMMAR. 39 

LESSON XXVI. 
REVIEW. 

1. Mention two or more nouns that denote smaller 
classes of the objects denoted by each of these nouns ; 
thus — 

Books — readers, grammars, histories. 

books vehicle disease games 

flower mineral insect tool 

fruit vegetable bird quadruped 

mechanic building grass tree 

2. Name the number and case of each noun in these 
sentences : 

1. On Christmas, Robert received a beautiful present 

from his uncle. 

2. The hunter caught a fox in a hole by the bridge. 

3. The Esquimaux endure severe cold in winter. 

4. My friend's horse was killed by hard work. 

5. The wisest men sometimes make mistakes. 

6. The eagle can carry a lamb in its talons. 

3. Diagram the preceding sentences. 



LESSON XXVII 
REVIEW. 



1 . Parse the nouns in these sentences : 

1. The hero of the story should be a brave man. 

2. The visit to the park was a delightful event. 

3. Tadpoles become frogs. 



40 HOENSHEL'S ADVANCED GRAMMAR. 

4. A pretty shawl, warm and white, was wrapped around 

the baby. 

5. Young persons should take exercise in the open air. 

6. The "West Indies are islands in the Atlantic Ocean. 

7. Examine the teacher's solution carefully. 

8. Hollanders can skate fast and well. 

9. Wit is not always wisdom. 

2. Diagram the preceding sentences. 



LESSON XXVIII. 

THE NOUN. 

Write an essay on the Noun, telling all you can 
about its classes and properties, and giving at least 
one example after each definition. 



LESSON XXIX 

PROVERBS. 



1. Copy the following proverbs, and study the mean- 
ing of each one : 

1. A tree is known by its fruit. 

2. A drowning man will catch at a straw. 

3. Cut your coat according to your cloth. 

4. Every rose has its thorn. 

5. A stitch in time saves nine. 

6. Never cross a bridge till you come to it. 

7. It is a long lane that has no turning. 

8. Do not make a mountain out of a molehill. 



HOENSHEL'S ADVANCED GRAMMAR. 41 

9. An ounce of prevention is worth a pound of cure. 
10. Creditors have better memories than debtors. 

2. Write, in your own words, the meaning of each of 
the preceding proverbs. 



LESSON XXX. 
PRONOUNS — CLASSIFICATION. 

1. A Pronoun is a word used instead of a noun. 

2. The Antecedent of a pronoun is the word for 

which it stands. 

The antecedent generally comes before the pronoun, and it 
is so called because the word antecedent means going before. 

3. Notice these sentences : 

1. I walk. We walk. 

2. You walk. 

3. He walks. She walks. They walk. 

You will notice that I and we always refer to the speaker, 
you refers to the person spoken to, and he, she, and they refer 
to the person or thing spoken of. Because each of these pro-' 
nouns is always in the same person (the first, the second, or the 
third ), they are called Personal Pronouns. 

4. A Personal Pronoun is one that indicates its per- 
son by its form. 

5. The following are the personal pronouns: 

SINGULAR. 

Nominative I thou you he she it 

Possessive my thy your his her its 

Objective me thee you him her it 



42 HOENSHEL'S AD] 'A NCEB GRA MM A R . 

PLURAL. 

Nominative we ye, you they 

Possessive our your their 

Objective us you them 

(3. Learn all the forms of the personal pronouns. 

7. The possessive forms given in paragraph 5 are 
used when the noun denoting the thing possessed is 
expressed, but the forms mine, thine, hers, ours, 
yours, and theirs are used when no noun follows the 
possessive; as — 

That is her book. 
That book is hers. 
This is your watch. 
This watch is yours. 
The forms mine, thine, etc., will be fully discussed in Grade 
Eight. 

8. Write two sentences, each containing — 

1. A personal pronoun in the nominative case. 

2. A personal pronoun in the objective case. 

3. A personal pronoun in the possessive case. 

4. One of the forms given in paragraph 7. 

9. Sometimes self or selves is added to some of the 
forms of the personal pronouns. They are then called 
Compound Personal Pronouns. 

10. A Compound Personal Pronoun is one that is 
formed by adding to some forms of the personal pro- 
nouns self for the singular and selves for the plural. 
They are myself, thyself, yourself, himself, her- 
self, and itself, in the singular; and the plurals, 
ourselves, yourselves, and themselves. 

11. Use eight different compound personal pronouns 
in sentences. 



HOENSHEL'S ADVANCED GRAMMAR. 43 

LESSON XXXI. 
PRONOUNS — Continued. 

1. Some pronouns are used in asking questions ; as — 

1. Who called me ? 

2. Which will he take ? 

3. What does he want ? 

In these sentences, who, which, and what stand for the 
nouns that represent the answers to the questions. They are 
called Interrogative Pronouns. 

2. An Interrogative Pronoun is one used in ask- 
ing questions. They are who, which, and what. 
Whose is the possessive form of who and which, 
and whom is the objective form of who. 

3. Use five different interrogative pronouns in sen- 
tences. 

4. Examine these sentences : 

1. Those (apples) are large. 

2. Few (persons) are entirely happy. 

3. This house is new, that (house) is old. 

If we supply the omitted words, the words those, few, and 
that are adjectives. If we do not supply the omitted words, 
the words those, few, and that stand for them. Therefore, 
they are called Adjective Pronouns. 

5. An adjective pronoun is one that performs the of- 
fices of an adjective and a noun. 

G. Write sentences, using each of these words as an 

adjective pronoun : 

one another some others 

much all these many 



44 ItOENSHEL'S ADVANCED GRAMMAR. 

7. Point out the pronouns in these sentences, and 
tell whether they are personal, interrogative, or ad- 
jective : 

1. Who discovered the Mississippi ? 

2. The careless boy has hurt himself. 

3. Some may need help. 

4. Few shall part where many meet. 

5. What makes that noise ? 

6. That ship has left the harbor. 



LESSON XXXII. 
PRONOUNS — RELATIVE . 

1. Examine these sentences: 

1. We shall go if it does not rain. 

2. The pupils entered the room when the bell rang. 
You will notice that each sentence contains two statements, 

or parts, and that if is the connective in the first sentence and 
when is the connective in the second. 

When a sentence contains two or more statements, each 
statement is called a Clause. 

2. Notice these sentences : 

1. The owner of the house, who is a rich man, lives in 

New York. 

2. This animal, which is a lion, was captured in Africa. 

3. The book that lies on the table is a reader. 

You will notice that each of these sentences contains two 
statements (clauses), and that the connectives are who, 
which, and that. These connectives are pronouns. The an- 
tecedent of who is owner, the antecedent of which is animal, 
and the antecedent of that is book. These pronouns are called 
Relative Pronouns. 



HOENSHEL'S ADVANCED GRAMMAR. 45 

3. A Eelative Pronoun is one that connects clauses. 

The most common relatives are who, which, and that. 
It should not be supposed that these pronouns are always 
relatives. They are such only when they are connectives. 

4. Name the relative pronouns in these sentences : 

1. I know the man who built this boat. 

2. The figs which we ate came in a neat box. 

3. The storm that came so suddenly did much damage. 

4. The evil that men do lives after them. 

5. None knew the sorrow that she felt. 

6. The eye, which sees all things, cannot see itself. 

7. He who cannot read needs a teacher. 

5. Write three sentences, each containing a relative 
pronoun. 

6. The possessive of who and which is whose, and 
the objective of who is whom. 

7. Write a sentence containing the relative whom. 
used as — 

1. The object of a verb. 

2. The object of a preposition. 



LESSON XNXIII. 

PRONOUNS — Continued. 

1. Name the pronouns in these sentences, and tell 
whether they are personal, interrogative, adjective, or 
relative : 

1. Who built the first house in the city ? 

2. These books are large, those are small. 

3. The boy who threw the stone has not been caught. 



4G HOENSHEL'S ADVANCED GRAMMAR. 

4. This is the same story that you read yesterday. 

5. AVe respect those who respect themselves. 

6. I myself will give you help. 

2. Pronouns have the same modifications as nouns. 

3. A pronoun must have the same gender, person, 
and number as its antecedent, but its case depends on 
its office in the sentence. 

4. Give the gender, person, and number of these 
pronouns : 

1. Here is the artist who painted my picture. 

2. Tie is a man whom I fear. 

3. This is the house that Jack built. 

4. The little girl lost her hat. 

5. You yourselves made the mistake. 

6. The general and the colonel led their soldiers. 

7. Either the major or the captain will lead his soldiers. 

8. Every man must do his duty. 

9. All the girls have prepared their lessons. 
10. Each girl has prepared her lesson. 



LESSON XXXIV. 

PRONOUNS.— REVIEW. 

1. When a pronoun is in predicate with a verb it 
should have the nominative form; as — 

1. It was he. 

2. It was they. 

3. It wasn't she. 

4. It is n't I. 

5. It is she and we. 

6. It was Mary and I. 



HOENSHEUS ADVANCED GRAMMAR. 47 

2. Fill each of these blanks with a personal pronoun : 

1. I supposed it was . 

2. He told me it was . 

3. It could not have been . 

4. and have started to school. 

5. It is who are coming. 

6. Is it who am to prepare the outline ? 

3. Some of these pronouns have the incorrect form. 
Correct where necessary, and give reasons for your 
changes : 

1. William and her quarreled. 

2. You and me must finish the work. 

3. He and I are partners. 

4. Them that do the work should receive the wages. 

5. That is he. 

6. May my brother and me study together ? 

7. Whom did he see ? 

8. Who did he meet ? 

9. Have you deserted my friend and I ? 
10. Who did you lend my knife to ? 



LESSON XXXV. 

PRONOUNS — PARSING. 

1. The following is the order for parsing pronouns: 
Class; gender, person, number (to agree with its ante- 
cedent) ; case, syntax. 

EXAMPLES. 

The boy learns because he studies. 
He is a pronoun, personal; masculine, third, singular, to 
agree with its antecedent, boy ; nominative, subject of the 
verb studies. 



48 



JIOENSHEL'S ADVANCED GRAMMAR. 



I have her book. 
I is a pronoun, personal; common gender, first, singular, to 
agree with its antecedent, the speaker; nominative, subject of 
the verb have. 

Her is a pronoun, personal; feminine, third, singular, to 
agree with its antecedent, the person spoken of; possessive, 
possessor of book. 

Who are you ? ( You are who ? ) 
You is a pronoun, personal; common, second, plural,* to 
agree with its antecedent, the person or persons addressed; 
nominative, subject of the verb are. 

"Who is going ? 
Who is a pronoun, interrogative; common, third, singular, 
to agree with. its antecedent, the person spoken of; nominative, 
subject of the verb is going. 

2. Model for written parsing. 
She studies her lessons. 



Per- 
son. 



Num- 
ber. 



Syntax. 



sing. I per. spoken of nom. 
sing. I she pos. 



sub. of studies. 
possesses lessons. 



3. Parse the pronouns in these sentences : 

1. Have you had your breakfast ? 

2. You help me very much. 

3. To whom did you offer the present ? 

4. What is the meaning of the word interrogative? 

5. What shall I say to him ? 

6. In our efforts for the welfare of others we should not 

neglect ourselves. 

7. She herself will come. 

8. This is the lady who called on you. 

9. I have lost the book which I bought. 



♦You should always be parsed as plural, because It always requires a plural 
verb. 



IIOEXSHEL'S ADVANCED GRAMMAR. 49 

10. I have seen the largest lion that was ever brought to 

this country. 

11. Those who love mercy shall receive mercy. 

12. Heaven helps men who help themselves. 

4. Diagram the first seven of the preceding sen- 
tences. 



LESSON XXXVI. 
PRONOUNS — REVIEW. 

1. Write a sentence having for its subject — 

1. A personal pronoun, first, singular. 

2. A personal pronoun, second, plural. 

3. A personal pronoun, masculine, third, singular. 

4. An interrogative pronoun. 

5. An adjective pronoun, singular. 

6. An adjective pronoun, plural. 

2. Write a sentence having for its predicate nomina- 
tive— 

1. A personal pronoun, masculine, third, singular. 

2. A personal pronoun, feminine, third, singular. 

3. A personal pronoun, first, plural. 

4. A personal pronoun, third, plural. 

3. Write a sentence having for its object — 

1. An adjective pronoun. 

2. A compound personal pronoun. 

3. An interrogative pronoun. 

4. Write a sentence containing a relative pronoun — 

1. In the nominative case. 

2. In the objective case. 



50 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XXXVII. 
PROVERBS. 

1. Copy the following proverbs, and study the mean- 
ing of each : 

1. Procrastination is the thief of time. 

2. Eome was not built in a day. 

3. Silks and satins put out the kitchen fire. 

4. Too many cooks spoil the broth. 

5. A barking dog never bites. 

6. A soft answer turneth away wrath. 

7. He is a poor workman that quarrels with his tools. 

8. Do not judge a book by its cover. 

9. The sleep of a laboring man is sweet. 
10. The borrower is servant to the lender. 

2. Write, in your own words, the meaning of each 
proverb. 



LESSON XXXVIII. 

ADJECTIVES — CLASSIFICATION. 

1. An Adjective is a word used to modify a noun or 
pronoun. 

2. A Descriptive Adjective is one that describes 
a noun or pronoun by expressing some quality belong- 
ing to it; as, good boys, small trees, black dogs. 

3. A Definitive Adjective is one that does not 
express a quality; as, several boys, those trees, 
three dogs. 



ffOENSHEL'S ADVANCED GRAMMAR. 51 

4. Definitive Adjectives that express number and 
order definitely are called Numeral Adjectives. 

Adjectives that express number indefinitely are not numeral 
adjectives. Four and fifty are numeral adjectives, but several 
and many are not. 

5. A Proper Adjective is one derived from a 
proper noun; as, American, English, French. 
Proper adjectives should begin with a capital letter. 

6. The definitive adjectives a, an, and the are some- 
times called Articles. The is the Definite Article, 
and a or an is the Indefinite Article. 

A is used before words beginning with a consonant sound, 
and an is used before words beginning with a vowel sound. 
Examples: a horse, a nest, a union, an apple, an orange, an 
honest man. 

Notice that the word union begins with the consonant sound 
of y, although its first letter is a vowel. The word honest be- 
gins with a vowel sound, because h, its first letter, is silent. 

7. Write sixteen descriptive adjectives, and place a 
or an before each one. 

8. Articles do not modify adjectives. 

In "a large apple," a modifies apple, not large. In "an 
honest man," an modifies man, not honest. 



5:? HOEXSHEL'S ADVAXCED GRAMMAR. 

LESSON XXXIX. 
ADJECTIVES — COMPARISON. 

1 . Notice these phrases : 

A large book ; a larger book ; the largest book. 
You will notice that the adjective large expresses its quality 
in three different amounts, or degrees. As these degrees are 
used when two or more objects are compared, they are called 
Degrees of Comparison. 

2. Descriptive adjectives have three degrees of com- 
parison : the Positive, the Comparative, and the 
Superlative. 

8. Notice the comparison of these adjectives: 

Positive. Comparative. Superlative. 

tall, taller, tallest, 

beautiful, more beautiful, most beautiful. 

4. Compare these adjectives : 

short, high, deep, strong. 

5. Adjectives of one syllable form the comparative 
"by adding er to the positive, and the superlative by 
adding est to the positive. 

6. Compare these adjectives : 

ignorant, intelligent, comprehensive. 

7. Adjectives of more than two syllables are com- 
pared by placing before the positive more for the 
comparative, and most for the superlative. 

8. Write the comparison of these adjectives : 

slow, important, dishonest, rough. 



HOENSHEL'S ADVANCED GRAMMAR. 53 

9. Notice the comparison of these adjectives : 



Positive. 


Comparative. 


Superlative. 


happy, 


happier, 


happiest. 


noble, 


nobler, 


noblest. 


truthful, 


more truthful, 


most truthful 



10. Adjectives of two syllables ending in y or silent 
e are compared by using er and est. Most other ad- 
jectives of two syllables are compared by using more 
and most. 

11. One or more letters added to the end of a word 
are called a suffix, but when they are placed before a 
word they are called a prefix. 

12. Examine these words : 

lazy, lazier, laziest; try, tries, tried, trying. 

13. Words ending in y preceded by a consonant 
change y to i when a suffix is added not beginning 
with i. (Sly and a few other words are exceptions.) 

14. Examine these words : 

noble + er - nobler, 
hope + ing = hoping, 
save + ed - saved. 

15. Words ending in silent e drop the e before a 
suffix beginning with a vowel. 

16. Compare these adjectives : 

humble silent jolly brave 

tiny wealthy genial flashy 



54 



HOEXSHEL'S ADYAXCED GRAMMAR. 



LESSON XL. 
COMPARISON— Continued. 

1. Notice the spelling of these words : 

thin, thinner, thinnest; sit, sitting; plan, planning, 
planned ; occur, occurred, occurring. 

2. Words of one syllable, and words of more than 

one syllable accented on the last, ending in a single 

consonant preceded by a single vowel, double the final 

consonant before a suffix beginning with a vowel. 

This rule of spelling, and the two given in the previous les- 
son, are very important, and should receive careful attention. 

3. Compare these adjectives : 



hot 
thick 



sad 
dim 



big 

wet 



red 
broad 



4. Some very common adjectives are irregular in 
their comparison ; as — 



Positive. 


Comparative. 


Superlati 


bad, ) 






evil, > 


worse, 


worst. 


ill, ) 






good, 


better, 


best. 


little, 


less, 


least. 


many, ( 
much, \ 


more, 


most. 


near, 


nearer, 


\ nearest. 
) next. 



5. A few descriptive adjectives, from their meaning, 
cannot be compared ; as — 

perfect square round perpendiculai 



HOEXSREL'S ADVANCED GRAMMAR. 55 

6. Compare these adjectives : 



bad 


noble 


many 


perfect 


broad 


ancient 


heavy- 


wide 


sick 


red 


rough 


sly 


ill 


evil 


much 


any 



LESSON XLI. 
ADJECTIVE S — PARSING. 

1. The following is the order for parsing an adjec- 
tive : class, degree, compare it, name the word it mod- 
ifies. 

EXAMPLE. 

The landscape is beautiful. 
Beautiful is an adjective, descriptive ; positive ; compared 
— beautiful, more beautiful, most beautiful ; it "modifies land- 
scape. 

2. Parse the adjectives in these sentences : 

1. The stars are brilliant. 

2. A beautiful butterfly took the place of the ugly cat- 

erpillar. 

3. A wily fox caught the sleepy goose. 

4. A merry thrush sang a sweet song to his dear little 

mate. 

5. Silence is sometimes a good answer. 

6. A crew of seventy brave men was on the gallant ship 

and went with it to the bottom of the deep sea. 

7. In the lovely month of June, fragrant flowers bloom 

everywhere. 

8. Empty vessels always make the loudest noise. 

9. He is the richest man in the city. 

10. Chicago is larger than St. Louis. 

11. A more disgraceful act has seldom been known. 

3. Diagram the first nine of the preceding sentences, 



56 IIOENSHEL'S ADVANCED GRAMMAR. 

LESSON XL II. 

REVIEW. 

1. Use the three degrees of each of these adjectives 
in one sentence; thus — 

A tree is high, a hill is higher, but a mountain is highest. 

large strong wild tame 

thick diligent comfortable fertile 

2. Use three different adjectives in the predicate 

with each of these nouns : 

reindeer panther peach corn 

America tree silver church 



LESSON XLIII. 

PUNCTUATION — REVIEW. 

1. Insert the proper capitals and punctuation marks 
in these sentences. Use quotation marks where neces- 
sary : 

1. What is so rare as a day in June, asks Lowell 

2. with fingers weary and worn, 

with eyelids heavy and red, 
a woman sat in unwomanly rags, 
plying her needle and thread. 

3. My friend's name is henry m smith, and he lives in 

boston, mass. 

4. how manifold are thy works o lord. 

5. School will begin next Wednesday, and will close in 

may. 

6. Have you read the life of Gen Grant 



HOENSHEL'S ADVANCED GRAMMAR. 57 

7. Rover come here. 

8. Are your lessons prepared girls 

9. Will you tell me mother where the birds are going 

10. Coal gold silver and copper are found in Colorado. 

11. The desert of Sahara is large sandy and sterile. 

12. Where are you going my little man said the gentle- 

man. 

2. Write sentences illustrating all the rules you have 
learned for the use of capitals and punctuation marks. 



LESSON XLIV. 
VERBS — CLASSIFICATION. 

1. A Verb is a word that denotes action or being. 

2. Notice the time expressed by the verbs in these 
sentences : 

1. The boy goes. 

2. The boy went. 

3. The boy will go. 

4. The boy walked. 

You will notice that some verbs express present time, some 
past time, and some future time. 

In speaking of the time expressed by verbs, we use the word 
tense instead of the word time. We say a verb is in the Pres- 
ent Tense, Past Tense, or Future Tense. 

3. Notice the verbs in these sentences, and give the 
tense of the first two : 

1. The boys are jumping. 

2. The boys jumped. 

3. The boys have jumped. 

Notice the form of the verb used with are, and with have. 



58 IWEXSHEL'S ADVANCED GRAMMAR. 

4. The form of the verb ending in ing and the form 
used with have are called Participles. Jumping 
is the present participle, and jumped is the past 
participle of the verb jump. 

5. Notice the past tense and the participles of these 

verbs : 





Present 


Past 


Past 




Participle. 


Tense. 


Participle. 


1. Jump, 


jumping, 


jumped, 


jumped. 


2. Go, 


going, 


went, 


gone. 



You will notice that the past tense and the past participle of 
the first verb end in ed. It is called a Regular Verb. 

You will also notice that the past tense and the past parti- 
ciple of the second verb do not end in ed. It is called an 
Irregular Verb. 

6. A Regular Verb is one that forms its past tense 
and past participle by adding ed to the present, in ac- 
cordance with the rules of spelling. 

7. An Irregular Verb is one that does not form its 
past tense and past participle by adding ed to the 
present. 

8. Write opposite each of these verbs its present par- 
ticiple, its past tense, and its past participle: 



give 


blow 


know 


take 


draw 


tear 


destroy 


sail 


pray 


work 


steal 


fly 


expel 


occur 


expect 


commit 



9. A Transitive Verb is one that requires an ob- 
ject to complete its meaning; as, "Caesar conquered 
Gaul." 

10. An Intransitive Verb is one that does not 
require an object to complete its meaning; as, " Birds 
fly." 



HOENSHEL'S ADVANCED GRAMMAR: 59 

LESSON XLV. 

VERBS — REVIEW. 

1. Name the verbs in these sentences, and tell 
whether they are regular or irregular, transitive or 
intransitive : 

1. Have you heard the news ? 

2. Henry must have borrowed this book. 

3. He has never wronged his friend. 

4. The thief stole a coat. 

5. Fish swim in the water. 

6. The burglar broke the door of the safe with an iron 

hammer. 

7. The skillful pilot guided the boat safely through the 

rapids. 

8. The horses ran into the thicket. 

9. The wind blew very hard. 

10. The wind blew the roof from the house. 

11. The great waves dashed themselves against the cliff. 

12. The cattle lie in the shade of the trees. 

2. Diagram the preceding sentences. 



LESSON XLVI 
VOICE. 



1. Examine these sentences : 

1. Columbus discovered America. 

2. America was discovered by Columbus. 

In the first sentence the subject names the one who does 
something, but in the second sentence the subject names the 



60 IIOENSHEUS ADVANCED GRAMMAR. 

thing that receives the act. "Notice that the form of the verb is 
not the same in the two sentences. 

This change of the form of the verb to indicate whether the 
subject denotes the actor or the receiver of the act, is called 
Voice. When the subject denotes the actor (as in the first sen- 
tence), the verb is in the Active Voice. When the subject de- 
notes the receiver of the action (as in the second sentence), the 
verb is in the Passive Voice. 

2. Voice is that modification of a transitive verb 
which shows whether the subject denotes the actor or 
the receiver of the action. 

3. The Active Voice is that form of the verb which 
shows that the subject denotes the actor. 

4. The Passive Voice is that form of a transitive 
verb which shows that the subject denotes the receiver 
of the action. 

If you examine the two sentences given at the beginning of 
this lesson, you will see that the object of the first sentence is 
the subject of the second. Now, as only transitive verbs can 
have an object, it follows that only transitive verbs can have 
the passive voice. 

Intransitive verbs have only the active voice. 

5. Name the voice of the verbs in these sentences : 

1. John feads the lesson. 

2. The lesson is read by John. 

3. Mary loves Ina. 

4. Lulu is esteemed by all the girls. 

5. Corn is planted in the spring. 

6. Ships carry heavy burdens. 

7. W T endell is loved by his mother. 

8. Mary writes carefully. 

9. The letter was written with care. 

10. Galileo invented the telescope. 

11. The hurricane destroyed a large barn. 

12. The little porch was covered by thrifty vines. 



HOENSHEL'S ADVANCED GRAMMAR. 61 

13. The burglars were driven from the house by a po- 

liceman. 

14. The fox ran toward the south. 

6. Change these sentences so that the verbs in the 
active voice shall be passive, and those in the passive 
voice shall be active; thus — "Grant led the army." 
"The army was led by Grant." 

1. "Washington gained the victory. 

2. The boy plowed the field. 

3. The shoe was repaired by the shoemaker. 

4. The carpenter built the house. 

5. The tinner made the pail. 

6. The letter was written by him. 

7. The tailor made the coat. 

8. The lesson was recited by Lloyd. 



LESSON XLVII 
REVIEW. 



Write five sentences, each containing - 

1. A regular verb. 

2. An irregular verb. 

3. An intransitive verb. 

4. A verb in the active voice. 

5. A verb in the passive voice. 



62 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XLVIII. 
MODE. 

1. Notice these sentences : 

1. Henry studies. 

2. Henry can study. 

3. Henry, study. 

In the first sentence the statement is made that Henry stud- 
ies. In the second sentence, it is not stated that he studies, 
but that he has the ability to study. In the third sentence he 
is commanded to study. 

You will notice from the above that verbs change their form 
or meaning to express action or being in different manners, or 
modes. This modification of the verb is called Mode. 

2. Mode is that form or use of the verb which shows 
the manner in which the action or being is expressed. 

3. The Indicative Mode is used to assert a fact or 
an actual existence ; as — 

1. General Grant went to Europe. 

2. Asia is a large country. 

4. The Indicative Mode is also used in asking ques- 
tions ; as — 

1. Did he go to Europe ? 

2. Has the letter been written ? 

5. The Potential Mode asserts the power, neces- 
sity, liberty, or possibility of action or being; as — 

1. He can read. 

2. He must read. 

3. He may read. 

4. He might read. 



HOENSHEVS ADVANCED GRAMMAR. 63 

6. The sign of the Potential Mode is may, can, 
must, might, could, would, or should. 

7. The Potential Mode is used in asking questions; 

as — 

1. May I go? 

2. Must the lesson be learned ? 

This mode is so called because the word potential means 
able, having- power. 

8. Tell whether the verbs in these sentences are in 
the indicative or the potential mode : 

1. He should have departed long ago. 

2. Must all the voters register ? 

3. Some authors have written many books. 

4. All hail, Macbeth ! that shall be king hereafter. 

5. Romulus founded Rome. 

6. There must have been a heavy rain last night, for 

the creek is very high. 

7. An old man was walking slowly down the lane. 

8. Many wise proverbs were written by Solomon. 

9. We must return to the dust from which we were 

taken. 

10. The merchant should have learned more caution. 

11. The sun could not shine, for clouds covered the sky. 

12. I would not do that again. 

13. The storm has ceased. 

14. The governor might not comply with our request. 



LESSON XLIX 
MODE — Continued. 



1. The Imperative Mode is used to express a com- 
mand, a request, or an entreaty; as — 
1. Men, lay down your arms. 



64 HOENSHEL'S ADVANCED GRAMMAR. 

2. Come and see me. 

3. Do not leave me alone. 

The subject of the imperative mode is nearly always the 
pronoun you understood. 

2. Write three sentences, each having a verb in the 
imperative mode. 

3. Name the voice and mode of each verb in these 
sentences : 

1. Bring me some flowers. 

2. I must not be careless. 

3. Who is the King of Glory ? 

4. Can that be the man? 

5. The pupils have recited well. 

6. Passionate men are easily irritated. 

7. Do not walk so fast. 

8. The prize cannot be obtained without labor. 

9. Idleness often leads to vice. 

10. Live for something. 

11. In all climates, spring is beautiful. 

12. I would have gone if I had known that I was needed. 

13. If we would seem true, we must be true. 

14. The child was kicked by a horse. 

15. The city could not be captured. 

16. The work has been well done. 



LESSON L 
REVIEW. 



1. Classify these verbs according to form (regular or 
irregular) and according to meaning (transitive or in- 
transitive). Also, give the voice and mode of each verb : 

1. Nothing can supply the place of books. 

2. What exile can flee from himself ? 



HOENSHEL'S ADVANCED GRAMMAR. 65 

3. Make hay while the sun shines. 

4. The Union must be preserved. 

5. Spare me, dread angel of reproof. 

6. The jury could not agree in their verdict. 

7. A verdict of guilty was reported by the jury. 

8. They took my umbrella. 

9. You should have been more careful. 

10. A railroad has been constructed in Siberia. 

2. Write five sentences, each having a verb in — 

1. The indicative mode. 

2. The potential mode. (Use a different sign-word for 

each sentence.) 

3. The imperative mode. 

3. Write two sentences, each containing — 

1. A regular verb. 

2. An irregular verb. 

3. A transitive verb. 

4. An intransitive verb. 



LESSON LI 
TENSE. 



1. Tense is that form or use of the verb which shows 
the time of an action or being. 

2. The Present Tense denotes present time ; as — 

I write ; I am writing ; I do write. 

3. The Past Tense denotes past time; as — 

I wrote. 

4. The Future Tense denotes future time ; as — 

I shall write, or I will write. 
— 5 



66 HOENSHEL'S ADVANCED GRAMMAR. 

5. Write two sentences, each having a verb in the — 

1. Present tense. 

2. Past tense. 

3. Future tense. 

The word perfect is often used in naming tenses. When so 
used it means finished, or completed. 

Each tense (present, past, and future) has a perfect tense — 
a finished tense. 

In this sentence, " I have been in Boston a month," the being 
in Boston for that length of time is finished now — at present. 
This is called the Present-Perfect Tense. 

In this sentence, " I had been in Boston before you saw me," 
the being in Boston was completed when you saw me — past 
time. This is called the Past-Perfect Tense. 

In this sentence, "I shall have been in Boston before next 
Christmas," the being in Boston is not finished yet, but it will 
be before next Christmas — future time. This is called the 
Future-Perfect Tense. 

6. The Present-Perfect Tense expresses action or be- 
ing as completed at the present time. 

The sign of the present-perfect tense is have or has. 

7. The Past-Perfect Tense expresses action or being 
as completed at some past time. 

The sign of this tense is had. 

8. The Future-Perfect Tense expresses action or being 

as completed at some future time. 

The sign of this tense is shall have or will have. 
You now see that there are six tenses: three simple tenses 
( past, present, and future), and three perfect tenses. 

9. Name the tense of each of these verbs : 

walks, has walked, walked, had walked, shall walk, 
shall have walked; is torn, shall be torn, have been 
torn, has been torn, had been torn, shall have been 
torn; shall write, will write, has written, have writ- 
ten, had written; he sees, he shall have seen, he has 
seen. 



HOENSHEL'S ADVANCED GRAMMAR. 67 

LESSON LII. 
TENSE — Continued.— REVIEW. 

All the verbs given in the last lesson are in the indicative 
mode, which is the only mode that has the six tenses. 

As the imperative mode is used in expressing a command or 
entreaty, and as either of these can be expressed only in the 
present, it follows that the imperative mode has but one tense — 
the present. 

The potential mode has only the present, present-perfect, 
past, and past-perfect. The sign of the present is may, can, or 
must; of the present-perfect, may have, can have, or must 
have; of the past, might, could, would, or should; of the 
past-perfect, might have, could have, would have, or should 
have. In the potential mode the name of the tense does not 
always indicate the time. Thus, might go is called past tense, 
but the time is either present or future. 

1. All of the following verbs are in the potential 

mode. Name the tense of each one : 

may walk, can walk, must walk, may have walked, must 
have walked, might walk, could walk, would walk, 
should walk, might have walked, could have walked, 
would have walked, should have walked; might be 
struck, may strike, should have struck ; can see, could 
be seen, could see, must have seen, would see. 

2. Write two sentences having the verb in — 

1. The indicative present. 

2. The indicative present-perfect. 

3. The indicative past. 

4. The indicative past-perfect. 

5. The indicative future. 

6. The indicative future-perfect. 

7. The imperative present. 

8. The potential present. 

9. The potential present-perfect. 

10. The potential past. 

11. The potential past-perfect. 



68 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON LIII. 
VERBS — PERSON AND NUMBER.— PARSING. 

1. A verb may vary its form according to the person 
of its subject; as, I go, he goes; or according to the 
number of its subject ; as, he writes, they write. 

Since verbs change their form according to the person and 
number of the subject, they are said to have the same person 
and number as the subject. 

2. A verb must agree with its subject in person and 
number. 

3. Notice these sentences : 

1. The boy runs. 

2. The boys run. 

The verb runs is singular, because its subject is singular. 

The verb run is plural, because its subject is plural. 

You will notice that while nouns ending in s are generally 
plural, verbs ending in s are singular. A verb in the first per- 
son, singular, does not end in s. 

4. We now see that the modifications of the verb are 
voice, mode, tense, person, and number. 

5. Write two sentences, each containing a verb in 

the — 

1. First person, singular. 

2. First person, plural. 

3. Second person, plural. 

4. Third person, singular. 

5. Third person, plural. 

G. The following is the order for parsing a verb : 
Class according to form (regular or irregular), class 
according to meaning ( transitive or intransitive ) ; 



HOENSHEL'S ADVANCED GRAMMAR. 



69 



voice, mode, tense ; person and number to agree with 
its subject. 

EXAMPLES. 

Franklin invented the lightning-rod. 
Invented is a verb ; regular, transitive ; active voice, indica- 
tive mode, past tense ; third person, singular number, to agree 
with its subject, Franklin. 

The fox has not been seen. 
Has been seen is a verb ; irregular, transitive ; passive voice, 
indicative mode, present-perfect tense; third person, singular 
number, to agree with its subject, fox.* 

7. Remember that all verbs in the passive voice are 
transitive. 

8. The following is a model for written parsing : 







Class 








as to 


as to 


§ 


Mode. 




form. 


mean- 
ing. 


g 




invented 


reg. 


trans. 


act. 


ind. 


has been 










seen 


irreg. 


trans. 


pass. 


ind. 




Subject. 



Frankli 
fox 



9. Parse the verbs in these sentences : 

1. When the door was opened, the people crowded into 

the hall. 

2. The wolf could not run fast. 

3. He was shot by one of the men. 

4. You should be well paid for your efforts. 

5. She will come presently. 

6. They may have been wounded. 

7. The subject had been well considered. 

8. We have seen better days. 



♦After pupils are familiar 'with the order of parsing, the form can be short- 
ened ; thus, has been seen is a verb ; irregular, transitive ; passive, indicative, 
present-perfect ; third, singular, to agree with its subject, fox. 



70 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON LIV. 
INFINITIVES. 

1. Notice these phrases : 

1. To Boston. 

2. To write. 

You will observe that the word after to in the first phrase is 
a noun, but in the second it is a verb. Both expressions are 
phrases, but the second is called an Infinitive. 

2. The form of the verb used with to is called an 

Infinitive. 

Each of the following phrases is an infinitive: to write, to 
have written, to be written, to have been written. 

3. Write four different infinitives of each of these 
verbs : 

love see do study 

4. Write four sentences, each containing an infini- 
tive. 

5. Parse the verbs in these sentences : 

L. Harvey discovered the circulation of the blood. 
2« The thief had been caught before the trial. 

3. Henry will write a letter to his mother. 

4. The poems of Homer are interesting and instructive. 

5. These lessons can be learned by hard study. 

6. Webster's orations are much admired. 

7. Study your lesson. 

6. Diagram the preceding sentences. 



HOENSHEL'S ADVANCED GRAMMAR. 71 

LESSON LV. 
VERBS — PARSING. 

1. Parse the verbs in these sentences: 

1. Each exercise must be well written. 

2. Every flock contains some black sheep. 

3. All the trees in yonder row have stood for many 

years. 

4. Several elms and some maples were blown down. 

5. Both rivers rise in the same plateau. 

6. Large quantities of cotton are exported from this 

country. 

7. The pitcher has been broken. 

8. The architect has built an iron bridge. 

9. When will you go ? 

10. Have you been waiting long? 

11. Does the earth revolve around the sun ? 

12. The sailor has visited nearly all the principal cities 

of the world. 

13. I shall have visited London by next Fourth of July. 

2. Diagram the preceding sentences. 



LESSON LVI 

REVIEW. 



1. Notice the use of shall, will, can, may, teach, 

and learn, in these sentences : 

1. Are you going to the picnic ? I shall go if it does 

not rain. 

2. I think you ought not to go. I will go ; you shall 

not prevent me. 

3. Can I go ? You probably have the power. 



72 HOENSHEL'S ADVANCED GRAMMAR. 

4. May I go? You may. 

5. AVill you teach me how to solve this problem? Yes, 

if you will try to learn. 

2. Simply to foretell, shall is used in the first per- 
son, and will in the second and third; but to express 
determination or a promise, will is used in the first 
person, and shall in the second and third. 

3. In the following sentences, shall and will are 
used incorrectly. Make the proper corrections : 

1. I will be sick, if I am not careful. 

2. You shall have a pleasant journey, I hope. 

3. Robert shall be fifteen years old next June. 

4. I shall help you, if you wish it. 

5. I will drown, nobody shall help me. 

6. He will not go, if I can prevent him. 
•7. I do not think I will like this study. 

4. Use each of the words shall, will, may, can, 
teach, and learn correctly in two sentences. 



LESSON LVII. 

REVIEW. 



You have already learned that a verb agrees with its subject 
in person and number. Careless persons often make mistakes 
in the use of the verb, because they do not think of the right 
word as the subject. 

1. Examine these sentences. You will find that the 
verbs agree with their subjects, although at first sight 
they may seem to disagree : 

1. On what tree do these apples grow ? 

2. One of the boys is playing ball. 



HOENSHEL'S ADVANCED GRAMMAR. 73 

3. Down come rock-a-by baby and all. 

4. Every one of the girls has her lesson. 

5. Neither of the sick men is better. 

6. On the table are a peach and an apple. 

7. A sack of large red apples is in the cellar. 

2. Diagram the preceding sentences. 

3. Write seven sentences somewhat similar to the 
seven given in paragraph 1, and be sure that each 
verb agrees with its subject. 



LESSON LVIII 
ESSAY. 



Write an essay telling all you can about corn. De- 
scribe its cultivation, uses, etc. After you have writ- 
ten it once, go over it carefully, correcting errors, 
selecting better words, and improving your sentences. 
Then copy it in your best penmanship. Remember 
that you cannot learn to use good English except by 
always doing your best. 

To the Teacher: Wheat, cotton, and other products may be 
described in the same way. 



74 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON LXX. 

ADVERBS. 

1. An Adverb is a word used to modify a verb, an 

adjective, or an adverb. 

Some adverbs answer the question where? Some answer 
the question when? Some answer the question how? Some 
answer the question how much? 

2. The principal classes of adverbs, according to their 
meaning, are Adverbs of Place, Adverbs of Time, 
Adverbs of Manner, and Adverbs of Degree. 

3. Write two sentences, each containing — 

1. An adverb modifying a verb. 

2. An adverb modifying an adjective. 

3. An adverb modifying an adverb. 

4. An adverb of place. 

5. An adverb of time. 

6. Av adverb of manner. 

7. An adverb of degree. 

4. Examine these sentences : 

1. Henry came soon. 

2. John came sooner than Henry. 

3. Robert came soonest of all. 

5. Some adverbs, like adjectives, have three degrees 
of comparison. 

6. Compare these adverbs : 

wisely continually mostly calmly 

so rapidly partly always 

very too perfectly surely 

It should be remembered that not all adverbs can be com- 
pared. 



HOENSHEVS ADVANCED GRAMMAR. 75 



Write two sentences, each containing- 



1. An adverb of the positive degree. 

2. An adverb of the comparative degree. 

3. An adverb of the superlative degree. 



LESSON LX. 
ADJECTIVES and ADVERBS. 

1. Some words are sometimes adverbs and sometimes 
adjectives ; as — 

1. This train travels fast. 

2. It is a fast train . 

3. He returned late. 

4. I have read the late paper. 

5. This is a long lesson. 

6. Why did you remain so long? 

2. Find two words (not given in paragraph 1) that 
are sometimes adjectives and sometimes adverbs. Use 
the words in sentences. 

3. Adjectives should not be used instead of adverbs. 
Notice these sentences : 

1. Really (not real) honest men can be found. 

2. Did you sleep well ? (not good.) 

3. Almost (not most) every boy was running. 

4. The day was remarkably (not remarkable) pleasant. 

Really, well, almost, and remarkably are adverbs, while 
real, good, most, and remarkable may be adjectives. 

4. The following is the order of parsing an adverb : 
Class, degree ( if compared ), compare it, name word it 
modifies. 



76 HOENSHEL'S ADVANCED GRAMMAR. 

EXAMPLES. 

He lives here. 

Here is an adverb of place, and modifies lives. 

The clerk writes very well. 

Well is an adverb of manner, positive degree (compared, 
well, better, best), modifies writes. Very is an adverb of 
degree, and modifies well. 

5. Parse the adverbs in these sentences : 

1. 'Tis always morning somewhere in the world. 

2. God is everywhere. 

3. The inhabitants of some islands are very savage. 

4. The victory was fairly won. 

5. The princess was extremely beautiful. 

6. They were agreeably disappointed. 

7. How well she can play ! 

6. Diagram the preceding sentences. 



LESSON LXI 
PREPOSITIONS. 



1. A Preposition is a word that shows the relation of 
its object to some other word in the sentence. 

2. A Preposition with its object is called a Preposi- 
tional Phrase. 

3. When a phrase modifies a noun or pronoun it is 
an Adjective Phrase; but when it modifies a verb, 
an adjective, or an adverb, it is an Adverb Phrase. 



HOENSHEUS ADVANCED GRAMMAR. 77 

4. Many adjectives and adverbs can be expanded 
into phrases of a similar meaning ; as — 

1. He is a wealthy man (a man of wealth). 

2. The messenger came speedily (with speed). 

5. Change these adjectives and adverbs to preposi- 
tional phrases, and use each phrase in a sentence : 

carefully kindly brave courageously 

talented educated strong boldly 

6. Sometimes two or more words are combined and 
used as one preposition; as, out of, from over, in 
regard to, over against, by means of. 

In parsing, these may be called Compound Prepositions. 

7. Use each of the compound prepositions mentioned 
above in a sentence. 

8. Write three sentences, each containing — 

1, An adjective phrase. 

2. An adverb phrase. 

9. Change each of the words printed in black letters 
to a phrase : 

1. The daily tasks are ended. 

2. The lark sang its joyous and blissful songs. 

3. All children like picture books. 

4. He returned hastily. 

5. Study diligently. 



78 HOENSHEVS ADVANCED GRAMMAR. 

LESSON L£II. 
REVIEW. 

1 . A clause may be used as an adverb ; as — 

1. He lives where the orange tree grows. 

2. The birds will return when spring comes. 

In the first sentence the clause " where the orange tree 
grows " tells where he lives. In the second sentence the clause 
■" when spring comes " tells when the birds will come. 

2. Write two sentences, each containing — 

1. An adverb clause of place. 

2. An adverb clause of time. 

3. The word there is not alwa} r s an adverb of place ; 
sometimes it merely introduces a sentence and has no 
connection with it. In such cases it may be called an 
expletive, or an introductory word. 

1. There is an end to all things. (Introductory.) 

2. There he stands. (Adverb.) 

4. Write two sentences introduced by there. 

5. Write two sentences containing there, an adverb 
of place. 

G. Write a sentence containing their. 

7. Use there, introductory, there, an adverb, and 
their, all in one sentence. 

8. Fill these blanks with is or are : 

1. There flowers in the garden. 

2. There many people there. 



HOENSHEVS ADVANCED GRAMMAR. 79 

3. There an apple and a peach in the basket. 

4. There no one at home. 

5. There apples on the trees. 

6. There no signs of spring. 



LESSON LXIII. 
CONJUNCTIONS AND INTERJECTIONS. 

1. Examine these sentences : 

1. He reads or writes. 

2. He traveled through the forests and over the moun- 

tains. 

3. That merchant is not rich, but he is honest. 

In the first sentence the conjunction or connects two words, 
in the second sentence and connects two phrases, and in the 
third sentence but connects two clauses. 

2. A Conjunction is a word used to connect words, 
phrases, and clauses. 

3. Write two sentences, each having a conjunction 
connecting — 

1. Two words. 

2. Two phrases. 

3. Two clauses. 

4. An Interjection is a word used to denote strong 
feeling or emotion. 

Interjections are sometimes called Exclamations. 

5. Write three sentences, each containing an inter- 
jection. 

6. Write two sentences, each containing all the parts 
of speech. 



80 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON LXIV. 

REVIEW. 

1. Name the part of speech of each word in these 

sentences : 

1. It fell through the air to the ground. 

2. He crossed the plains in a wagon. 

3. The injured man was taken from under the ruins. 

4. The traveler came from beyond the sea. 

5. Carthage and Rome were rival powers. 

6. The book on the desk is a dictionary. 

7. Each of the workmen is in his place. 

8. You should be polite to everybody. 

9. Idleness is the key of beggary. 

10. Out of the house and up the street he ran. 



He | r 


an 






o and 
c 

o 

house 


v street. 




| the 




the 





The conjunction and connects the two phrases. 

11. Energy and persistence conquer all things. 

12. The scheme failed for want of support. 

13. Neither a borrower nor a lender be. 

Neither nor should be parsed together as one conjunction. 

14. Many, alas ! had fallen in battle. 

alas 
Many had fallen 



Interjections are not connected with the sentence. 
2. Diagram the preceding sentences. 



HOENSHEVS ADVANCED GRAMMAR. 81 

LESSON LXV. 
PROVERBS. 

1. Copy the following proverbs, and study the mean- 
ing of each one : 

1. Not all that glitters is gold. 

2. Beggars must not be choosers. 

3. He does much that does a thing well. 

4. There is no royal road to learning. 

5. Make hay while the sun shines. 

6. People who live in glass houses should never throw 

stones. 

7. Industry is fortune's right hand. 

8. Doing nothing is doing ill. 

9. Actions speak louder than words. 

10. A merry heart maketh a cheerful countenance. 

2. Write, in your own words, the meaning -of each 
of the preceding proverbs. 



LESSON LXVI 
REVIEW. 



Write a sentence containing — 

1. A proper noun. 

2. A common noun. 

3. A collective noun. 

4. An abstract noun. 

5. A personal pronoun. 

6. An adjective pronoun. 

7. An interrogative pronoun. 

8. A relative pronoun. 



82 IIOENSHEUS ADVANCED GRAMMAR. 

9. A descriptive adjective. 

10. A definitive adjective. 

11. An adjective of the comparative degree. 

12. A proper adjective. 

13. A regular verb. 

14. An irregular verb. 

15. A transitive verb. 

16. An intransitive verb. 

17. A verb in the passive voice. 

18. A verb in the potential mode. 

19. A verb in the imperative mode. 

20. An infinitive. 

21. An adverb of the comparative degree. 



SEVENTH GRADE. 



LESSON I. 

SENTENCES. 

1. A sentence is a thought expressed by words. 

2. According to use, sentences are divided into De- 
clarative, Interrogative, Imperative, and Exclamatory. 

8. According to their form, sentences are divided 
into Simple, Complex, and Compound. 

4. A subject combined with its predicate is often 
called a Proposition. 

5. A Simple Sentence contains but one proposition. 

In a simple sentence the subject, the predicate, or the object, 
or any two of them, or all three of them, may be compound. 

6. Write a simple sentence having — 

1. A compound subject. 

2. A compound predicate. 

3. A compound object. 

4. A compound subject and a compound predicate. 

7. A Clause is a proposition used as part of a sen- 
tence. 

(83) 



84 HOENSHEL'S ADVANCED GRAMMAR. 

8. Examine this sentence : 

Henry learns because he studies. 

In this sentence there are two propositions, or clauses. The 
first is, Henry learns, and the second is, because he studies. 
Because he studies modifies learns; it tells why he learns. 
Because this clause is used as a modifier and depends on some 
other word (learns), it is called a Dependent, or Subordinate 
Clause. Henry learns is called the Independent, or Principal 
Clause. 

9. An Independent Clause is one not dependent on 
any word, and contains the principal proposition. 

10. A Dependent Clause is one that modifies some 
word or words in the independent clause, and contains 
the subordinate proposition. 

11. A Complex Sentence is one containing an inde- 
pendent clause and one or more dependent clauses. 

12. Write a complex sentence, connecting the two 
clauses by — 

when, where, while, if, unless, although, after. 

13. Name the independent and the dependent clause 
of each sentence you have just written. 



LESSON IT 
CLAUSES. 



1. You have already learned that a relative pronoun 
is a connective. By examining these sentences you 
will observe that the relative pronoun is found in the 



HOENSHEL'S ADVANCED GRAMMAR. 85 

dependent clause of a complex sentence, and its ante- 
cedent is found in the independent clause : 

1. The boy who gained the prize is praised by his 

teacher. 

2. This is the book that I want. 

3. The house in which I live is built of stone. 

The independent clauses are, The boy is praised by his 
teacher, This is the book, and The house is built of stone. 
The dependent clauses are, who gained the prize, that I want, 
and in which I live. 

2. A Relative Pronoun is one that relates to some 

preceding word or words, and connects clauses. 

Eemember that a relative pronoun is always in the dependent 
clause of a comjnex sentence. 

8. A dependent clause may modify a noun or pro- 
noun, a verb, an adjective, or an adverb, or it may be 
used as the subject or object of a sentence ; therefore — 

4. According to use, a dependent clause may be an 
Adjective Clause, an Adverb Clause, or a Noun 
Clause. 

5. An Adjective Clause is one used to modify a noun 
or pronoun. 

6. Name the adjective clause in each of these sen- 
tences, and parse the relative pronouns : 

1. The man who cannot govern himself is a slave. 

2. The ship that left the harbor never returned. 

3. The fur which warms a monarch once warmed a bear. 

4. Beauty is the mark that God sets on virtue. 

5. The fish that we caught was a trout. 

6. The lady whose house we occupy gives much to the 

* needy. 

7. Whom ye ignorantly worship, Him declare I unto 

you. 



86 HOEXSHEL'S ADVANCED GRAMMAR. 

8. Savages, who have no settled abode, wander from 

place to place. 

9. He who governs himself is a hero. 

7. The adjective clause, when not restrictive,* is set 

off by a comma. 

An adjective clause containing the relative that is generally 
restrictive. 

8. Write six complex sentences, each having an ad- 
jective clause. 



LESSON III. 
DIAGRAMMING. 

1. Notice these diagrams : 

1. The man who cannot govern himself is a slave. 
man is - slave. 



The 



who can govern 



| not | himself 



2. The lady whose house we occupy gives money to the 
poor. 

lady gives 





| The 
we | 


£- money 




poor. 




the 
occupy 






house 




| whose 













'Eestrictive clauses will be explained iu Grade Eight. 



HOENSHEL'S ADVANCED GRAMMAR. 87 

As the relative pronoun is a connective, it is joined to its an- 
tecedent by a dotted line. 

2. Diagram these sentences : 

1. London, which is situated on the Thames, is the cap- 

ital of Great Britain. 

2. You who are so boastful should give some evidence 

of your ability. 

3. The Indians lived in wigwams, which they made of 

bark or the skins of animals. 

4. Faraday, who was a great chemist, was born in Eng- 

land. 

5. Help those that are weak. 

6. Invite the gentleman of whom you spoke. 

3. Diagram the sentences in paragraph 6, lesson 2. 



LESSON IV. 
ADVERB CLAUSES. 



1. An Adverb Clause is one used to modify a verb, 
an adjective, or an adverb. 

2. In each of these complex sentences name the ad- 
verb clause and tell what word it modifies. Also state 
whether the clause expresses time, place, manner, etc. : 

1. I shall go when the time comes. 

2. When my friend was here, he wrote a book. 

The dependent clause often precedes the independent clause. 

3. Although Columbus discovered a new world, he died 

poor. 

4. The United States had two wars with England while 

George III. was king. 

5. If it does not rain soon, the farmers will not raise 

much corn. 



88 HOEXSHEL'S ADVANCED GRAMMAR. 

6. He lives where it never rains. 

7. Napoleon was defeated because Grouchy was late. 

8. Webster died before the Civil "War began. 

In the third sentence, the adverb clause denotes concession ; 
in the fifth, it denotes condition. 

8. An adverb clause is set off by a comma, unless it 
closely follows the word it modifies ; as — 

1. When Bunyan wrote the "Pilgrim's Progress," he 

was in prison. 

2. Bunyan was in prison when he wrote the "Pilgrim's 

Progress." 

4. Write three complex sentences, each containing 
an adverb clause of time. 

5. Write two sentences, each containing an adverb 
clause of place. 

6. Write two sentences, each containing an adverb 
clause of cause or reason. 

7. Write two sentences, one having an adverb clause 
of condition, and the other a clause of concession. 



LESSON V. 

DIAGRAMMING. 

1. Notice these diagrams : 
1. 



farmers 


will 


raise 




The 




1 not 
rain 


corn 


it does 


much 




| no 


t | soon. 





HOENSHEL'S ADVANCED GRAMMAR. 89 

In a complex sentence, the simple conjunction is placed on a 
dotted line connecting the predicate of the subordinate clause 
and the word in the principal clause modified by the subordi- 
nate clause. 

2. I | shall go 

I time I comes. 



the when 



Besides being a connective, when is an adverb (conjunctive 
adverb), modifying conies ; therefore, it is written under comes, 
and is connected by a dotted line to the word modified by the 
subordinate clause. 

2. Diagram these sentences : 

1. Men that are old and wise should be consulted by 

the young. 

2. The criminal fled from the country whose laws he 

had broken. 

3. Maize, which is another name for Indian corn, grows 

in America. 

4. I am not solitary while I read, though nobody is 

with me. 

5. Whither thou goest, I will go. 

6. Confidence cannot dwell where selfishness is porter 

at the gate. 

7. Measure your mind's height by the shadow it casts. 
In this sentence the connective is a relative pronoun, under- 
stood, which is the object of casts. 

8. One who is contented with his present attainments 

will never become famous. 

9. The house where we live is very old. 

The dependent clause, "where we live," is an adjective 
clause modifying house. Where, the connective, modifies live, 
and connects the dependent clause to house. 

house | is - old. 

| The j | very 

! we live 

I where 



90 HOENSHEL'S ADVANCED GRAMMAR. 

10. By the banks of "bonny Doon " stands the cottage 

in which Kobert Burns was born. 

11. I know a place where wild strawberries grow. 

12. This is the time when peaches are ripe. 

13. The stories that we read should instruct us while 

they amuse us. 

14. Aim at perfection in everything, though in most 

things it is unattainable. 



LESSON VI. 
NOUN CLAUSES. 



1. A Noun Clause is one used as a noun ; as — 

1. That Columbus discovered America is a historic fact. 

In this sentence, the dependent clause, That Columbus dis- 
covered America, is the subject of the verb is. Therefore it is 
a noun clause in the nominative case. The entire sentence is 
the independent clause when the dependent clause is the sub- 
ject, object, or part of the predicate. 

2. The Bible says that God gave Moses the Ten Com- 

mandments. 

In this sentence, that God gave Moses the Ten Command- 
ments is the object of the verb says. It is a noun clause in the 
objective case. 

3. The question is, " How can we go? " 

Here the clause, How can we go? is used in predicate with 
the verb is, and means the same thing as the subject question. 
Therefore it is a noun clause in the nominative case. 

2. In each of these sentences, pick out the noun 

clause, and name its case: 

1. We learn from the Declaration of Independence that 
all men are created equal. 



HOEXSHEL'S ADVAXCED GRAMMAR. 91 

2. The general belief is, that the Northmen discovered 

America. 

3. That Hannibal was a brave general, is disputed by 

few. 

4. "A rolling stone gathers no moss," says an old prov- 

erb. 

5. The Sadducees believed that there is no resurrection. 

6. The prisoner's answer was, " I am not guilty." 

3. A noun clause used in the predicate (attribute 
complement) is usually set off by a comma; as — 

Our decision is, that the prisoner is not guilty. 

4. Write two complex sentences, each having — 

1. A noun clause for the subject. 

2. A noun clause in the predicate. 

3. A noun clause for the object. 

5. Study these diagrams : 

1. That the earth was once a molten mass, is taught by 
scientists. 

That 



earth ] 


was ! = 


mass 


| the 


once | a molten 
is taught 






scientists. 







That is a conjunction, used as an introductory word, and is 
placed above the predicate, with which it is connected by a 
dotted line. 

2. His cry was, " Where am I?" 
I ; am 



cry was = 

I His 



| where 



92 HOEXSIIEL'S ADVANCED GRAMMAR. 

3. The speaker said, "The Cubans are fighting the 
Spaniards." 



Spaniards 



Cubans are fighting 


the 
speaker | said 


I 


The 





the 



(3. Write and diagram a complex sentence contain- 
ing— 

1. A noun clause as subject. 

2. A noun clause as object. 

3. A noun clause in the predicate. 



LESSON VII. 
NOUN CLAUSES — DIAGRAMMING. 

Diagram these sentences : 

1. He asked, " What will the next lesson be ? " 

2. "He that borrows the aid of an equal understand- 

ing," said Burke, "doubles his own." (Own is an 
adjective.) 

3. I knew that it was he. 

4. " Where are all the good buried ? " inquired Lamb. 

5. Our conclusion is, that the statement is not correct. 

6. That the world moves, was believed by Galileo. 

7. The sentence for correction was, "All that glitters is 

not gold." 

8. His statement was, "I wish that my friend would 

write a book." 

9. The teacher asked why I inverted the divisor. 
Why is an adverb of reason, modifying inverted. It does 

not give the reason, but asks for it. 

10. "Here," said Tom, "I found them yesterday." 

11. Do you know where the finest lilies grow ? 



HOENSHEL'S ADVANCED GRAMMAR. 93 

12. "Wherever you go," said the maiden, " I shall go." 

13. The poet Southey tells how the water comes down at 

Lodore. 

14. That we guard our liberty with vigilance, is a sacred 

duty. 



LESSON VIII. 
COMPOUND SENTENCES. 

1. Examine this sentence : 

Mary reads and Lucy recites. 
In this sentence there are two clauses, but neither one is a 
modifier ; both are independent. 

2. A Compound Sentence is one that contains 

two or more independent clauses. 

The connective between the clauses of a compound sentence 
is usually and, but, or, nor, etc. 

3. Write a compound sentence, connecting the two 
clauses by — 

and, or, but, nor. 

4. Write a simple, a complex, and a compound sen- 
tence with each of these words : 

engine, soldier, farmer, rain, clouds. 

5. Notice this diagram : 

Lincoln was President and Hamlin was Vice-President. 
Lincoln ; was = President 



Hamlin | was = Vice-President . 



94 HOENSHEL'S ADVANCED GRAMMAR. 

The conjunction (coordinate conjunction) connecting the 
clauses of a compound sentence is written on a double-dotted 
line. 

6. Diagram these sentences : 

1. The army must gain a victory, or our cause will be 

ruined. 

2. Justice was administered under the shade of a forest 

tree, and the jury sat upon a log. 

3. Prosperity makes friends, but adversity tries them. 

4. Plants live, grow, and die ; but they do not feel. 

5. He was not a great traveler, nor was he fond of 

adventure. 



LESSON IX. 
ANALYSIS. 



1. Analyzing a sentence is naming its class, its sub- 
ject, predicate, and object, and the modifiers of each. 

It is important to have a systematic and logical form of 
analysis, using no more words than necessary. 

2. Notice the analysis of these sentences : 

1. The king of England gave many castles to his faithful 

followers. 

This is a simple, declarative sentence, of which king is the 
subject, modified by the adjective the and the adjective phrase 
of England. Gave is the predicate, modified by the adverb 
phrase to his faithful followers. Castles is the object, modi- 
fied by the adjective many. 

2. The man that fell overboard was drowned before the 

boat reached him. 

This is a complex, declarative sentence; the man was 
drowned is the independent clause, of which man is the sub- 



HOENSHEVS ADVANCED GRAMMAR. 95 

ject, modified by the, an adjective, also by that fell overboard, 
a dependent, adjective clause, of which that is the subject, fell 
is the predicate, modified by overboard, an adverb of place;. 
was drowned is the predicate of the independent clause, modi- 
fied by before the boat reached him, a dependent, adverb 
clause of time, of which boat is the subject, modified by the, 
an adjective, reached is the predicate, and him is the object; 
before connects the adverb clause to was drowned. 

It will be observed that this method of analysis includes con- 
siderable parsing. 

Notice that after naming the subject, you should name all 
its modifiers before naming the predicate. When you name 
the predicate, name its modifiers before naming the object. 
By so doing, you will avoid much needless repetition. 

3. Analyze these sentences : 

1. The republic of Sparta had two magistrates. 

2. Braddock's defeat was a memorable event in the 

French and Indian war. 

3. Knowledge and timber should not be much used 

until they are seasoned. 

4. It is not he who sings loudest and jokes most that 

has the lightest heart. 

5. Ulysses spoke of the men and the cities that he had 

seen. 

6. The invalid begged that we would stay with him. 
When the dependent clause is a noun clause used as the sub- 
ject, object, or part of the predicate, the entire sentence is the 
independent clause. 

7. You said the enemy would not come down. 

8. That a historian should not record trifles, is perfectly 

true. 

9. The reply was, " I cannot help it." 

10. The fields are fragrant, and the woods are green. 

4. Diagram the preceding sentences. 



96 HOEXSHEVS ADVANCED GRAMMAR. 

LESSON X. 
PHRASES — CLASSIFICATION AND USE. 

1. A Phrase is a group of words properly put to- 
gether, but not having a subject and predicate. 

2. With respect to form, phrases are Prepositional, 
Infinitive, and Participial. 

3. A Prepositional Phrase is one whose first word is 
a preposition. 

4. A Participial Phrase is one whose first word is a 

participle. 

In poetry, the preposition or the participle may not be the 
first word of the phrase, but it will be the first when the words 
are arranged in their natural order. 

5. An Infinitive Phrase is one introduced by an in- 
finitive. 

It must not be supposed that every phrase is introduced by 
a preposition, infinitive, or participle. Many expressions that 
are called phrases are not so introduced ; as, ripe apples, an 
old man. 

6. With respect to use, phrases are Adjective, Ad- 
verb, and Noun. 

7. An Adjective Phrase is one used as an adjective. 

8. An Adverb Phrase is one used as an adverb. 

9. A Noun Phrase is one used as a noun. 

10. Classify the phrases in these sentences with re- 
spect to form and use : 

1. Napoleon, having been conquered, was sent to St. 
Helena. 



HOENSHEL'S ADVANCED GRAMMAR. 97 

2. A stack of wheat standing on the hill was struck by 

lightning. 

3. Franklin was sent to France to ask aid for the colo- 

nies. 

4. The young lady wished to learn to sing. 

5. To tell the truth is our duty. 

6. To meet difficulties bravely is to conquer them. 

11. Write two sentences, each having — 

1. A prepositional phrase. 

2. A participial phrase. 

3. An infinitive phrase. 

4. An adjective phrase. 

5. An adverb phrase. 

6. A noun phrase. 

12. Notice these diagrams : 

1. That lady wished to learn to sing. 

lady wished 

1 That \ ^to learn 

\tosing. 

2. To go is pleasant. 

\^ To go j is - pleasant. 

3. To read books is pleasant. 
I To read 

1 books 

| is pleasant. 



The infinitive is written on a curved line. 

In the first and second the infinitive might be placed above 
the base line, as in the third, but it is not necessary. The 
fact that it is an infinitive, and its construction (office), can be 
shown by placing it on the base line. 

In the third sentence it is better to place the infinitive on a 
support, in order to indicate that it is the subject of is, and 
that it has an object. 

— 7 



98 HOENSHEL'S ADVANCED GRAMMAR. 

4. The letter written so neatly has been received. 

letter has been received. 

| The V written 

I neatly 



The diagram for the participle is the same as that for the 
infinitive. 

5. Having examined the book, he recommended it. 

he recommended 

^ Having examined | it. 

| book 
| the 



LESSON XI. 
REVIEW. 



Analyze these sentences, then diagram them: 

1. If spring has no blossoms, autumn will have no fruit. 

2. I love to lose myself in other men's minds. 

3. A pronoun is sometimes followed by the noun to 

which it refers. 

4. When anger rises, think of the consequences. 

5. We should endeavor to secure the friendship of that 

Being who holds in his hands the reins of the uni- 
verse. 

6. He was anxious to go, but his friends restrained him. 

7. We know not when he departed. 

8. The general opinion is that Cuba deserves freedom. 

9. The time, so long expected, finally arrived. 

10. Having carefully read the letter, he laid it away. 

In the fifth sentence, should endeavor is intransitive. To 
secure is used as an adverb and modifies should endeavor. 



HOENSHEL'S ADVANCED GRAMMAR. 



00 



LESSON XII 



NOUNS — REVIEW. 



1. By a figure of speech called Personification, 

neuter objects are sometimes regarded as either mas- 
culine or feminine. 

Thus, the sun, time, death, war, etc., are usually considered 
as masculine ; and the earth, the moon, virtue, a ship, night, 
etc., are generally considered as feminine. Names of objects 
conveying the idea of strength, power, or grandeur are in the 
masculine when personified ; and names of objects conveying 
the idea of beauty or weakness are feminine. "The sun shines 
in his splendor, and the moon displays her silvery light." 

Sometimes, when the personification is strongly marked, the 
name of the personified object should begin with a capital ; as, 
" Come, O gentle Spring ! with all thy beauty." 

2. Learn the masculine and feminine forms of these 
nouns, and notice the formation of each: 



Masculine. 


Feminine. 


Masculine. 


Feminine. 


abbot, 


abbess ; 


duke, 


duchess ; 


actor, 


actress ; 


emperor, 


empress ; 


administrate] 


•, administratrix ; 


; friar, ) 
monk, ) 




archduke , 


archduchess ; 


nun ; 


bachelor, 
baron, 


( maid, 
( spinster ; 
baroness ; 


gander, 
gentleman, 


goose ; 
( gentlewoman 
\ lady ; 


beau, 


belle ; 


giant, 


giantess ; 


bridegroom, 


bride ; 


hart, 


roe; 


cock, ) 
rooster, ) 


hen ; 


heir, 


heiress ; 


hero, 


heroine ; 


count, ) 
earl, ) 


countess ; 


lad, 
lord, 


lass; 
lady; 


czar, 


czarina ; 


lion, 


lioness ; 


don, 


dona ; 


marquis, 


marchioness ; 


drake, 


duck; 


negro, 


negress ; 



100 



HOENSHEDS ADVANCED GRAMMAR. 



Masculine. 


Feminine. 


Masculine. 


Feminine. 


nephew, 


niece ; 


sultan, 


sultana ; 


peer, 


peeress ; 


swain, 


nymph ; 


prince, 


princess ; 


testator, 


testatrix ; 


prior, 


prioress ; 


viscount, 


viscountess 


shepherd, 


shepherdess ; 


widower, 


widow ; 


stag, 


hind; 


wizard, 


witch. 



3. A noun is not often found in the first person, and 
when it is, it is used in connection with a pronoun that 
represents the speaker ; as — 

1 . I, John, saw the Holy City. 

2. We, the members of the Orescent Literary Society. 

4. Letters, figures, and signs form the plural by add- 
ing the apostrophe (') and s; as — 

1. Dot your i's and cross your Vs. 

2. Your 2's are too large. 

5. The following are plural in form, but are always 

singular in meaning : 

news, gallows, mathematics, ethics, politics, and other 
words ending in ics. 

6. Write two sentences, each having a noun in the — 

1. Masculine by personification. 

2. Feminine by personification. 

7. Write a sentence containing a noun in the first 
person. 

8. Write a sentence containing the plural of — 

1. A letter. 

2. A figure. 

3. A sign (-f- or -). 



HOEXSHEL'S ADVANCED GRAMMAR. 101 



LESSON XIII. 
CASE. 

1. A noun used in the predicate with a verb in the 
passive voice is in the nominative case; as — 

1. Architecture has been called frozen music. 

2. He was elected captain. 

2. A word may be in the Objective Case after a parti- 
ciple; as — 

Hearing a noise, I turned. 

3. Nouns denoting weight, measure, value, dis- 
tance, time, etc., are in the Objective Case without a 
governing word ; as — 

1. The mountain is three miles high. 

2. This man weighs two hundred pounds. 

3. Good butter is worth thirty cents a pound. 

4. This plant has grown two inches since yesterday. 
Tell why each of the words in black type in the preceding 

sentences is in the objective case. 

4. Examine these sentences : 

1. I wish to go. 

2. I wish Henry to go. 

Who is to go, in the first sentence ? In the second sentence ? 

What is the subject of the first sentence ? Of the second ? 

In the first sentence, I, the subject of the sentence, is also 
the subject of the infinitive to go. In the second sentence, 
Henry is the subject of the infinitive to go, and is in the objec- 
tive case. 

5. A noun or pronoun used as the subject of an in- 
. finitive is in the Objective Case, unless it is also the 

subject of the proposition.* 

♦When the subject of the infinitive is a predicate noun, It is in the nominative 
case ; as, " He is the man to be blamed." 



102 HOEXSHEL'S ADVANCED GRAMMAR. 

6. Name the case of each of the subjects of these in- 
finitives : 

1. The father wishes his son to study grammar. 

2. The son does not wish to study grammar. 

3. The traveler planned to go to Africa. 

4. The showman wanted his lion to be tamed. 

7. Notice this sentence : 

I want him to be a teacher. 

Teacher is used after the intransitive verb to be, and de- 
notes the same person as him. It is in the objective case be- 
cause him is in the objective case. Since it agrees with an 
objective subject, it may properly be called an Objective At- 
tribute. 

8. When an intransitive infinitive has an objective 
subject it may have an objective attribute. 

9. The objective attribute should be distinguished 
from the object of a transitive infinitive. 

1. They thought her to be a musician. 

2. They went to hear a musician. 

In the first sentence, musician is in the objective case, ob- 
jective attribute to agree with her, the objective subject of 
to be. In the second sentence, musician is in the objective 
case, object of the transitive infinitive to hear. 

10. Write three sentences, each having a noun or pro- 
noun in the objective case — 

1. Object of a participle. 

2. Object of an infinitive. 

3. Without a governing word. 

4. Subject of an infinitive. 

5. Objective attribute. 

11. Write three sentences, each containing a noun in 
the nominative case after a passive verb. 



HOENSHEL'S ADVANCED GRAMMAR. 103 

LESSON XIV. 

DIAGRAMMING. 

1. Notice these diagrams : 

1. The mountain is three miles high. 
mountain ' is - high. 



The 



miles 



J three 

A noun in the objective case without a governing word is 
diagrammed as if it were the object of a preposition, but noth- 
ing is written on the preposition line. As no preposition is 
understood, no cross should be used. 

2. I wish Henry to be a merchant. 
Henry 
I wish V to be = merchant. 



" Henry to be a merchant " is the object of wish. 
2. Diagram these sentences : 

1. Think that to-day shall never dawn again. 

2. We remained a week at Saratoga. 

3. We rode three hours through a beautiful valley. 

4. We walked four miles an hour. 

5. Some houses in Chicago are one hundred and fifty 

feet high. 

6. This man desires his son to be a lawyer. 

7. They wanted John to become a doctor. 

8. He asked a dollar a bushel for his wheat. 

9. His objection was that the boy was too young. 

10. The Indian loves the spot where his fathers are 

buried. 

11. A township is six miles square. 

12. Kansas is four hundred miles long and two hundred 

miles wide. 



104 HOENSHEL'S ADVANCED GRAMMAR. 

Such expressions as four hundred, two hundred, etc., should 
be used as a single adjective. 

13. The father desired his son to study algebra. 

14. We resided three months in Paris. 

15. In some places the ocean is five miles deep. 



LESSON XV. 
POSSESSIVE CASE. 



1. When the same thing belongs to two or more in 
common, the possessive sign is added only to the last; 

as — 

1. Parker and Wilson's store. 

2. Lucy and Mary's books. 

Parker's and Wilson's store means that each owns a store. 
Parker's and Wilson's stores means that each owns more than 
one store. Parker and Wilson's stores means that they own 
more than one store in partnership. 

2. When two nouns are in apposition the possessive 
sign is added only to the one nearest the name of the 
object possessed ; as — 

1. King Henry's dominions. 

2. Henry, the king's, dominions. 

In each of these sentences Henry and king are both in the 
possessive case, but only one sign is used. 

3. Such complex nouns as son-in-law, Duke of 

Wellington, etc., use but one possessive sign, and 
add it to the last word ; as — 

1. His son-in-law's home. 

2. The Duke of Wellington's career. 



HOENSHEL'S ADVANCED GRAMMAR. 105 

4. The following sentences are all correct. Give 
reas.ons for the use of the possessive sign : 

1. These are neither Luther's nor Lucy's books. 

2. This occurred neither during LincolnVnor Grant's 

administration. 

3. Smith, the captain's, life was full of adventure. 

4. I bought this book at Johnson, the bookseller's, store. 

5. Brown and Green's factory is large. 

6. Bowman's and Haddam's house are large. 

7. Bowman's and Haddam's houses are large. 

In the 6th sentence, the word house is understood after the 
word Bowman's. In the 7th sentence, the word houses is un- 
derstood after the word Bowman's. 

5. Correct where necessary : 

1. Howard's, the philanthropist's, life was spent in 

alleviating the sufferings of others. 

2. For the prisoner's sake, his brother's. 

3. He did it at his mother's request, a kind lady. 

4. The Bank of England was established in William's 

and Mary's reign. 

5. This was neither the teacher nor the students' desire. 

6. Whittier's, the poet's, "Snow-Bound" is much ad- 

mired. 

7. The Queen's of England salary is large. 

8. We use Allen & Greenough's Latin grammar. 

6. A noun in the possessive case is sometimes used 
to form a part of a complex or compound noun. When 
so used it should not be parsed separately ; as — 

1. Harper's Ferry is a town on the Potomac. 

2. Bunyan wrote the Pilgrim's Progress. 



106 HOENSHEI/S ADVANCED GRAMMAR. 



LESSON XVI. 
POSSESSIVE CASE.— REVIEW. 

1. Write three sentences, each containing two or 
more nouns denoting joint ownership. 

2. 'Write three sentences, each containing two or 
more nouns denoting separate ownership. 

3. Write a sentence containing the possessive singu- 
lar of — 

father-in-law, king of India, Duke of Wellington. 

4. Change these expressions to the form of the pos- 
sessive case ; thus : 

The signature of the author — The author's signature. 

1. The sting of the bee. 

2. The stings of the bees. 

3. The house of my friend George. 

4. The domain of Alexander the Great. 

5. The trial of Mary, Queen of Scots. 

6. The home of Mary and Martha (sisters). 

7. The homes of Mary and Martha (not sisters). 

8. The poems of Bryant or Whittier. 

9. The pianos of Root & Cady. (Joint possession.) 

10. The pianos of Steinway and Chickering. ( Separate 
possession.) 

5. Write three sentences, each containing a noun in 
the possessive by appositior. 



IIOEXSHEL'S ADVANCED GRAMMAR. 107 



LESSON XVII. 
NOUN CLAUSES.— REVIEW. 

1. A noun clause may be in apposition with a word; 
as — 

1. The doctrine that all men are created equal was 

held by our fathers. 

2. It is evident that my friend is right. 

3. Do you believe the old proverb, " Honesty is the best 

policy " ? 

In the first sentence the noun clause, "that all men are cre- 
ated equal," is in the nominative case in apposition with doc- 
trine, the subject. 

In the second sentence the clause, " that my friend is right," 
is in the nominative case in apposition with it, the subject. 

In the third sentence the clause,' - ' Honesty is the best policy," 
is in the objective case in apposition with proverb, the object. 

2. Write two sentences, each containing a noun 
clause in apposition with the subject. 

3. Write two sentences, each containing a noun 
clause in apposition with the object. 

4. Notice these diagrams : 

that 





men are ; 


created 


— equal 


1. 


| all 

doctrine ( 


) was held 




| The 




o 1 

*< fathers. 




our 



10S IWEXSHEL'S ADVANCED GRAMMAR. 



Honesty | is = policy. 



you | Do believe 

I proverb ( 



the best 



[ that 1 old 
Diagram these sentences: 

1. She was eight years old, she said. 

2. That boy does not obey the command, "Honor thy 

parents." 

3. Is it true that Cromwell was a patriot ? 

4. The ornaments of a home are the friends that fre- 

quent it. 

5. Franklin, the philosopher and statesman, was Amer- 

ican minister to France. 

6. "Where the Indians came from is not known. 

7. A single sentinel was pacing to and fro beneath the 

arched gateway which leads to the interior, and 
his measured footsteps were the only sound that 
broke the breathless silence of the night. 

8. Diligence is the mother of good luck; and God gives 

all things to industry. 



LESSON XV TIT. 

REVIEW. 

Write a sentence having a noun in the — 

1. Nominative case in predicate. 

2. Nominative case in apposition with the subject. 

3. Nominative case in apposition with predicate noun 

4. Nominative case by direct address. 

5. Objective case in apposition with the object. 

6. Objective case in apposition with the object of 

preposition. 

7. Objective case without a governing word. 

8. Objective case, subject of an infinitive. 

9. Objective case, objective attribute. 



IIOEXSHEL'S ADVANCED GRAMMAR. 109 

2. Write a sentence having a noun clause in the — 

1. Nominative case, subject. 

2. Nominative case in apposition with the subject. 

3. Nominative case in the predicate. 

4. Objective case, object of a verb. 

5. Objective case in apposition with a noun. 

3. Write a sentence containing a word in apposition 
with — 

the Hudson London Shakespeare Europe 

Victoria Italy Longfellow animal 



LESSON XIX 

PROVERBS. 



1. Copy the following proverbs, and study the mean- 
ing of each one : 

1. There 's many a slip 'twixt the cup and the lip. 

2. Charity begins at home. 

3. If wishes were horses, beggars would ride. 

4. Our deeds are fetters which we forge ourselves. 

5. One swallow does not make a summer. 

6. Keep your shop, and your shop will keep you. 

7. Discretion is the better part of valor. 

8. Fetters, even of gold, are heavy. 

9. He that is surety for another is never sure of him- 

self. 
10. Faithful are the wounds of a friend. 

2. Write, in your own words, the meaning of each of 
the preceding proverbs. 



110 HOENSHEUS ADVANCED GRAMMAR. 

LESSON XX. 
PRONOUNS. 

1. A Compound Relative Pronoun is one that is 
formed by adding ever or soever to the relatives 
who, which, and what. 

2. What, when a relative, is equivalent to the 
thing which, or the things which, and is called 
a Double Relative. 

3. Adjective Pronouns are sometimes called Pro- 
nominal Adjectives. 

4. Adjective Pronouns may be divided into De- 
monstrative Pronouns and Indefinite Pronouns. 

5. The Demonstrative Pronouns are : 

this, that, these, those, both, former, latter. 

6. The most common Indefinite Pronouns are: 

all, any, each, either, neither, few, many, none, one, 
other, another, some, several, such. 

7. To Decline a noun or pronoun is to give its 

various forma to represent the different numbers and 

cases. 

DECLENSION OF PRONOUNS. 

PERSONAL PRONOUNS. 

S (* Nominative : I thou you he she It 

§,-! Possessive: my, mine* thy, thine* your, yours* his her, hers* its 

•5 ^Objective : me thee you him her It 

■§ f Nominative: we ye you they 



l1 POS: 
61 LObj 



Possessive : our, ours your, yours your, yours their, theirs 
Objective : us you you them. 



*Most authors consider mine, thine, yours, and hers in the possessive 
case. For another view, see Grade Eight. 



HOEXSHEVS ADVANCED GRAMMAR. \\\ 

RELATIVE PRONOUNS. 

| [Nominative: who which 

I -j Possessive : whose whose 
35 I Objective: whom which 

The plural of the relatives is the same as the singular. 

That and what are not declined. 
The interrogatives who and which are declined in the same 
manner as the relatives who and which. 

COMPOUND RELATIVES. 

j [Nominative : whoever whosoever 

e>-j Possessive : whosever whosesoever 

35 L Objective: whomever whomsoever 

The plural is the same as the singular. 

Whatever and whatsoever are not declined. 

8. Since a compound relative represents both the 
antecedent and the relative, it should be used only 
when the antecedent is not expressed. 

"Give it to whoever wants it" is correct, but "Give it to 
the person whoever wants it" is incorrect. 



LESSON XXI 
DIAGRAMMING. 

1. Notice these diagrams : 

1. Give it to whoever wants it. 
x | Give 

L it 



whoever | wants 

I it. 



As the antecedent of a compound relative is never expressed, 
its place is indicated by a cross. _^___ , 



112 IIOEXSHEL'S ADVANCED GRAMMAR. 

Remember that a relative ( simple or compound ) is always 
in the dependent clause, but its antecedent is always in the 
independent clause. 

2. He heard what I said. 
What = that which. 

He 1 heard 

that 



I said 



which 



2. Parse the pronouns in these sentences, according 
to the model found on page 39. 

1. Where lies the land to which the ship would go ? 

2. My ramble soon led me to the church, which stood a 

little distance from the village. 

3. He that is not with me is against me 

4. It was a dreary°road. 

5. It is strange that he should do it. 

The antecedent of the first it is the noun clause that he 
should do it. 

6. It was James that we saw. 

7. It is they who must go. 

8. You yourself should go. 

9. "Whom did you see ? 

10. Take what you want. 

11. "Whoever wants it can have it. 

Notice the idiomatic uses of it in the 5th, 6th, and 7th sen- 
tences. It may refer to a phrase, a clause, or to a noun of tin- 
masculine or feminine, singular or plural, for its antecedent. 

8. Diagram the preceding sentences. 



HOEXSHEL'S ADVANCED GRAMMAR. 113 

LESSON XXII. 
REVIEW. 

1. Write a sentence in which the antecedent of it 

1. A clause. 

2. A phrase. (It is wrong to steal.) 

2. Write a sentence in which it refers to a — 

1. Masculine pronoun. 

2. Feminine pronoun. 

3. Plural pronoun. 

3. Write a sentence containing — 

1. A compound personal pronoun, first person. 

2. A compound personal pronoun, second person. 

3. A compound personal pronoun, masculine. 

4. A compound personal pronoun, singular, masculine, 

nominative. 

5. A compound personal pronoun, plural, nominative. 

6. A relative pronoun, nominative. 

7. A relative pronoun, object of a verb. 

8. A relative pronoun, object of a preposition. 

9. A relative pronoun, possessive case. 

10. A compound relative. 

11. A double relative. 



LESSON XXIII. 
RELATIVE PRONOUNS.— REVIEW. 

1. Of the relative pronouns, who is used for persons, 

which for animals and things, and that for persons, 

animals, and things. 

It will be seen that the only difficulty in the choice of a rela- 
tive is in deciding when to use that. 



114 IIOENSHEVS ADVANCED GRAMMAR. 

2. That is to be preferred to who or which — 

1. When the antecedent embraces both persons and 

things ; as, The soldiers and horses that I saw. 

2. After the words all, very, and same. 

3. After an adjective in the superlative degree.* 

3. Give reasons for using that in these sentences : 

1. The men and cattle that were on the train were 

killed in the wreck. 

2. I watched the boy and monkey that were entertain- 

ing the crowd on the street. 

3. This is the same book that my father used. 

4. The thief lost all the money that he stole. 

5. Solomon is said to be the wisest man that ever lived. 

4. Fill these blanks with who (or whom), which, 
or that : 

1. He was deceived by the friend in he trusted. 

2. These are the same persons assisted us before. 

3. All he heard did not change his opinion. 

4. These Germans still remember the friends and the 

home they left in Europe. 

5. The train on you came was two hours late. 

6. He was the first succeeded. 

( First may be considered a superlative.) 

5. Give the reason for the case of each pronoun in 
these sentences : 

1 . To whom did he go ? 

2. Whom did he tell ? her or him ? 

3. It was intended for either you or him. 

4. It was she. 

5. It might have been they. 

6. Know well whom you.admit to your friendship. 
Whom is the object of admit, not of know. The object of 

know is person understood, or the clause "whom you admit to 
your friendship." 

*For the use of that in restrictive clauses, see Grade Eight. 



JIOENSHEL'S ADVANCED GRAMMAR. H5 

7. This is between you and me. 

8. I thought it was he. 

9. I thought it to be him. 

10. Whom did you take him to be ? ( You did take him 

to be whom ? ) 

11. There are few better men than he (is). 

12. He mistook her for me. 



LESSON XXIV. 

PRONOUNS — Continued. 

Give the reason for the case of each pronoun in these 
sentences : 

1. Do you know whom he sent ? 

2. Do you know who went? 

3. Them that honor me I will honor. (T will honor 

them that honor me.) 

4. He wants you and, me to go. 

5. I saw you and him in the store. 

6. If I were he I would go to school. 
" 7. AVhowillgo? He. 

8. Whom did he meet ? Him. 

9. Whom was it from ? 

10. It was she I sought. 

The object of sought is whom understood. 

11. Who do men say that I am ? 

12. Whom do you think they will elect ? 

13. There is a difference between a ruler and him who is 

ruled. 

14. I do not know whom you mean. 

15. How can we tell whom to trust ? 

16. Teacher, let Mary and me sit together. 

17. The boys laughed at us girls. 



116 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XXV. 

PRONOUNS — Continued. 

Fill these blanks with pronouns in the correct case. 
Give reasons for your choice : 

1. This is a secret between and . 

2. did you see ? 

3. He knows it was. 

4. "Was it you met ? 

5. What were you and talking about ? 

6. My brother did fully as well as . 

7. Her mother and have gone to the city. 

8. that seek shall find. 

9. Is it you wish to see ? 

10. do you take me to be ? 

11. Mother went with sister and . 

12. "We did not tell her the letter was from. 

13. Can you teach and to draw ? 

14. is younger than . 

15. The teacher asked and to stay. 

16. It is , , and that are to blame. 

17. He is the same man met us on the bridge. 

18. There goes the man house was burned. 

19. The gentleman you spoke to is my uncle. 

20. This is the longest lesson we ever had. 

21. The men and the tools you sent for have arrived. 

22. do you sit with ? 

23. I know you love. 

24. do you think that I am ? 

25. Did you see Eobert and ? 

26. I saw you and in the city. 



HOEN&HEL'S ADVANCED GRAMMAR. 117 

LESSON XXVI. 

PRONOUNS — Continued. 

Fill these blanks with pronouns in the correct case. 
Give reasons for your choice : 

1. Father told James and ' to go to school. 

2. He addressed Lillian and . 

3. All are gone but and . (When but means 

except, it is a preposition.) 

4. It was you said it was. 

5. It was you said it to be. 

6. Who is there ? Only . 

7. The entertainment was pleasing to John and . 

8. Would you attend if you were ? 

9. You suffer more than . 

10. There is no one here but you and . 

11. The merchant left word for you and to call at 

his store. 

12. They as well as were disappointed. 

13. It was either or his brother that called. 

14. Such boys as are not good companions. 

15. will you call next ? 

16. I do not know to compare him to. 

17. Do you remember he married ? 

18. Do you remember gave you the book ? 

19. Do you remember he went with ? 

20. do you think it was that called ? 

21. are you going to vote for ? 

22. To whom did he refer ? or ? 

23. Lucy and go to school. (This blank can be filled 

by nine different personal pronouns. Find them.) 



118 BOENSHEL'S ADVANCED GRAMMAR. 

LESSON XXVII. 
PRONOUNS — Continued. 

1. Which and what often are interrogative adjec- 
tives ; as — 

J. Which book have you ? 

2. What answer did he make ? 

We have now used what as an interrogative pronoun, a 
double relative, and an adjective. It is sometimes an adverb, 
meaning partly; as, " What by economy and what by industry 
lie amassed a fortune." 

What is also an interjection ; as, " What ! did he go? " 

2. In these sentences each pronoun agrees with its 
antecedent in gender, person, and number. Examino 
careful] y : 

1. Each one of us must prepare his own lesson. 

2. Boys, every one of you is responsible for his own con- 

duct. 

3. Has everybody solved his problems ? 

4. Ail the girls have their hats. 

5. Each girl has her hat. 

6. Each person in the world should do his best. 

7. Not an elk nor a deer made its appearance. 

8. Many a man looks back on the days of his youth with 

regret. 

9. Neither Mary nor Susan offered her assistance. 

10. Mary and Susan offered their assistance. 

11. If any one thinks it is easy to recite a poem in pub- 

lic, let him try it. 

12. The earth is my mother, and I will recline upon her 

bosom. 

13. Every governor and magistrate does as he thinks 

best. 



HOENSHEL'S ADVANCED GRAMMAR. 119 

14. No man or woman is able to get rid of his vices with- 

out a struggle. 

15. Each man and woman must do his duty. 

In each of the last two sentences, the pronoun his has two 
antecedents, — one masculine and one feminine. In such cases 
the pronoun should be masculine. 

3. Write eight sentences, each having a personal 
pronoun, or a compound personal pronoun, and be 
sure that each pronoun agrees with its antecedent. 
Have such sentences as will show that you under- 
stand, the subject. 



LESSON XXVIII. 

PRONOUNS — Continued. 

Fill each of these blanks with the proper personal 
pronoun to agree with its antecedent: 

1. Every person should try to improve mind and 

heart. 

2. Each of our party carried a knapsack with . 

3. A person who is resolute and energetic will be apt to 

succeed in undertakings. 

4. I did not notice which one of the men finished 

work first. 

5. Every soldier and every officer remained at sta- 

tion all night. 

6. Mary and Lucy will favor us with company. 

7. Mary or Lucy will favor us with company. 

8. Notice is hereby given to every person to pay 

taxes. 

9. All persons are required to pay taxes. 

10. You borrow one foot, or twelve inches, and add 

to the upper number. 



120 HOEXSHEL'S ADVANCED GRAMMAR. 

11. Every herb, every flower, and every animal shows 

the wisdom of Him who made . 

12. Coffee and sugar are luxuries, but great quantities 

of are consumed annually. 

13. If anyone wishes to join the church, let come. 

forward. 

14. It is difficult for any judge or juror to be unpreju- 

diced in opinion. 

15. Every city, village, and farm furnishes quota of 

soldiers. 

16. This is such bad news that I cannot believe . 

17. If you find "Longfellow's Poems," send to me. 

18. The audience kept seats until the close. 

19. If you have any molasses, please send me a gallon 

of . 

20. The government will be compelled to change 

orders. 

21. If any boy or girl be absent, must go to the foot 

of the class. 

22. Do you know which one of the students wrote 

essay first ? 

23. Lincoln, the President, the Emancipator, and the 

Martyr, will always live in the hearts of coun- 
trymen. 



LESSON XXIX 
ANALYSIS. 



1. Analyze these sentences, and parse the nouns and 
pronouns : 

1. I was born an American, I live an American, and 1 

shall die an American. 

2. He that would have the kernel must crack the shell. 

3. The truly great man is he who does not lose his 

child-heart. 



HOENSHEL'S ADVANCED GRAMMAR. 121 

4. I refer to Milton, him who wrote "Paradise Lost." 

5. It was Hadley, he who wrote a Greek grammar. 

6. Reputation is what we are thought to be ; character 

is what we are. 

7. The tongue is the only weapon that can heal the 

wounds that it makes. 

8. I have heard of Byron, the poet's, dissipation. 

9. It was Joseph, he whom Pharaoh promoted. 

10. This is the book that we are to study. 

11. I believe in a religion whose origin is divine. 

12. Whoever comes shall be admitted. ( Whoever == he 

who.) 

13. I remember what was said. 

14. Conscience makes the bitter memory of what he was. 

15. Whosoever will may come. 

2. Diagram the preceding sentences, omitting the 
6th and 10th. 



LESSON XXX 
REVIEW. 



1. Write a sentence containing a noun — 

1. In the nominative, apposition with subject. 

2. In the nominative, apposition with attribute comple- 

ment. 

3. In the objective, apposition with object of verb. 

4. In the objective, apposition with object of preposi- 

tion. 

5. In the objective, subject of infinitive. 

6. In the objective, objective attribute. 

7. In the objective, apposition with subject of infinitive. 

8. In the objective, apposition with objective attribute. 

9. In the possessive by apposition. 

10. In the nominative, independent. 

11. In the objective without a governing word, 



122 HQENSHEL'S ADVANCED GRAMMAR. 

2. Write one sentence in accordance with each of 
the first six of the preceding directions, using pro- 
nouns instead of nouns. 



LESSON XXXI. 
ADJECTIVES. 

1. Numeral Adjectives are divided into Cardinals? 
Ordinals, and Multiplicatives. 

2. Cardinals denote simply the number of objects ; 
as, three, forty. 

8. Ordinals denote the position of an object in a 
series; as, third, fortieth. 

4. Multiplicatives denote how many fold ; as, three- 
fold, fortyfold. 

5. Comparison is a variation of descriptive adjectives 
to express the quality in different degrees. 

6. There are three Degrees of Comparison : the Pos- 
itive, the Comparative, and the Superlative. 

7. The Positive Degree expresses the simple quality; 
as, large, wise. 

8. The Comparative Degree expresses the quality in 
a higher or lower degree; as, larger, less wise. 

The Comparative is used in comparing two objects or classes 
of objects ; as, James is taller than his brother. These two 
apples are larger than those three. 



HOEXSHEL'S ADVAXCED GRAMMAR. 123 

9. The Superlative Degree expresses the quality in 

the highest or lowest degree; as, largest, least wise. 

The Superlative is used in comparing three or more things ; 
as, Jupiter is the largest of the planets. Samuel is the oldest 
of the three boys. 

The rules for comparison will be found in Grade Six. The 
following additional rule is given : 

10. Adjectives of two syllables ending in ow, and 
some adjectives of two syllables accented on the last 
are compared by adding er and est; as, narrow, 
narrower, narrowest; polite, politer, politest. 

11. Adjectives may be placed before the words they 
modify, they may be used in the predicate, or they 
may be used appositively ; as — 

1. The white and pure snow covered the landscape. 

2. The snow is white and pure. 

3. The snow, white and pure, covered the landscape. 
An adjective modifying a pronoun nearly always follows it ; 

as, "We all are guilty." " You all are invited." 

12. Write a sentence containing : 

1. A multiplicative. 

2. An adjective used appositively. 

3. An adjective modifying a pronoun (not in predicate). 



124 MOENSHEL'S ADVANCED GRAMMAR. 



LESSON XXXII. 
ADJECTIVES — Continued. 

1. Sometimes the use or the omission of a, an, or 
the makes quite a change in the meaning of the 
sentence. 

The black and the white horse means two horses. The 
black and white horse means one horse with two colors. A 
house and a lot means two separate pieces of property ; the 
house is not on the lot. A house and lot means that the 
house is on the lot. He was married to an amiable and 
an estimable woman means that he had two wives. He was 
married to an amiable and estimable woman means that he 
had one wife. 

2. The following sentences are correct. Examine 
them carefully : 

1. He has another and better reason. 

2. He has another and a better reason. 

What difference in the meaning of these two sentences? 

3. He does not deserve the name of gentleman. 

4. The whites of America are descendants of the Euro- 

peans. 
Why not the descendants ? 

5. The north and the south line of the field extend east 

and west. 

6. The north and south lines on a map are meridians. 

They extend north and south. 

7. This kind of horses and these kinds of cattle are not 

found in Asia, 

8. In some of these sentences the adjectives are 
used incorrectly. Correct where necessary: 

1. The right and left hand were both diseased.* 

* I prefer " the right and the left hand," but there is good authority for using 
" the right and left hands," 



HOENSHEL'S ADVANCED GRAMMAR. 125 

2. The Latin and the Greek words in English are many. 

3. I do not admire those kind of people. 

4. The fourth and the fifth verse are short. 

5. My uncle owns a large and small house. 

6. One who rules is often known by the name of a king. 

7. The sick and wounded were left in the camp. 

8. I have not heard from home for this two weeks. 

4, Observe that when the article is repeated the verb 
will often be plural, although the subject expressed 
may be singular. 

1. The east and the west end [not ends] of the house 

are white. 

2. An old and a new book are on the table. 

It will readily be seen that in the above sentences one sub- 
ject is understood. 



LESSON XXXIII. 
ADJECTIVES — Continued. 

1. The comparative considers the objects compared 
as belonging to different classes. 

1. The mother was fairer than any of her daughters. 

2. Texas is larger than any other state in the Union. 
The rule in paragraph 1 is sometimes expressed by saying, 

"When the comparative is used, the latter term of comparison 
must exclude the former." In the second sentence just given, 
the latter term of comparison is any other state, which does 
not include Texas, the former term of comparison. If other 
is omitted, the latter term will be any state, which will, of 
course, include Texas. 

2. The superlative considers the objects as belonging 
to one class. 

1. The mother was the fairest of women. 

2. Texas is the largest state in the.TJnion. 



126 JWENSHEL'S ADVANCED GRAMMAR. 

The rule in paragraph 2 is sometimes expressed by saying, 
" "When the superlative is used, the latter term of comparison 
must include the former." In the second sentence just given, 
the latter term of comparison is state in the Union, which will 
include Texas. 

8. In the following sentences the comparative and 
the superlative are used correctly. Study carefully : 

1. My mother is the eldest of five sisters. 

2. Which is the better of the two ? 

3. Iron is more useful than any other metal. 

4. Iron is the most useful of metals. 

5. This picture is, of all paintings, most fascinating 

to me. 

6. Ohjna has a greater population than. any other coun- 

try on the globe. 

4. Some of the following sentences are incorrect. 
Make the proper changes: 

1. The youngest of the two sisters is the handsomest. 

2. He is the strongest of all the boys in school. 

3. The boy is the brightest of all his classmates. 

4. Gold is more valuable than any other metal found in 

the United States. 

5. Natural scenery pleases me the best of anything else. 

6. That tree overtops all the trees in the forest. 

7. Our present teacher is better than any teacher we 

ever had. 

8. Our present teacher is the best we ever had before. 

9. Nothing pleases me as much as beautiful scenery. 

( Say nothing else. "Why ? ) 
10. This man, of all others, deserves promotion. 



IIOEXSHEL'S ADVANCED GRAMMAR. 127 

LESSON XXXIY. 
COMPARISON.— REVIEW. 

1. Write sentences comparing the following things, 
using first the comparative, then the superlative form : 

1. The Mississippi, a long river; other rivers in the 

United States shorter. 
The Mississippi is longer than any other river in the United 
States. The Mississippi is the longest river in the United 
States. 

2. Lake Superior, a large body of fresh water ; other 

lakes of fresh water, smaller. 

3. Ehode Island, a very small State ; other States of 

the Union, larger. 

4. James, who is the best reader ; other boys in the 

school. 

5. The population of London ; the population of other 

cities in the world. 

6. The Himalaya mountains ; other mountains in the 

world . 

7. The falls of Niagara ; other falls in the United States. 

8. This picture, much admired; other pictures in the 

room, less admired. 

9. Queen Victoria's reign, long; the reigns of other 

English rulers, not so long. 
10. Our grammar lessons, hard ; other lessons are not so 
hard. 

2. Write three sentences, rising the comparative de- 
gree, comparing two objects of your own selection. 

3. Rewrite the sentences of the preceding paragraph, 
using the superlative degree. 



128 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XXXY. 

DIAGRAMMING. 

Analyze and diagram these sentences : 

1. A guilty conscience needs no accuser. 

2. Wisdom is better than rubies. 

When the comparative degree is followed by than, there will 
always be a complex sentence, and the positive degree of the 
same word (often not expressed ) will be found in the subordi- 
nate clause. In such sentences, than is a conjunctive adverb, 
modifying the word in the positive degree and connecting the 
subordinate clause to the word in the comparative degree. 

Wisdom | is — better 



rubies | ( are — good ). 
than 



3. Every cloud has a silver lining. 

4. Sugar is'sweeter than honey. 

5. New York is larger than Massachusetts. 

6. Much money and abundant food were sent to the 

needy sufferers of the lower Mississippi valley. 

7. He wandered over the earth, sad and weary. 
Sad and weary are predicate adjectives. 

8. The end must justify the means. 

9. Fame is the last infirmity of noble minds. 

- 10. A friend should bear his friend's infirmities. 

11. Did you find the book you wanted? (Relative pro- 

noun omitted.) 

12. This is the answer I expected. 

13. Raphael painted some very wonderful pictures. 

14. The weather-cock on the steeple told, in all kinds of 

weather, the direction of the wind. 

15. Harold, the last Saxon king, was conquered by Will- 

iam, Duke of Normandy. 



HOENSHEL'S ADVANCED GRAMMAR. 129 

16. Everyone can master a grief, but him that hath it. 

17. Grief is best pleased with grief's society. 

18. Bees gather honey for themselves, and men rob them 

of it. 

19. Napoleon, the man Wellington defeated at Water- 

loo, died at St. Helena, 



LESSON XXXVI. 
VERBS. 



1. Sometimes a verb usually intransitive has an ob- 
ject; as — 

1. I dreamed a dream. 

2. He ran a race. 

In such sentences the verb is transitive. 

2. Certain forms of the verb are called Principal 
Parts; they are the Present Indicative, the Past In- 
dicative, and the Past Participle. 

These are called the principal parts, because the other parts 
are obtained from them. 

3. Auxiliary Verbs are those used in the conjugation 
of other verbs. They are do, be, have, shall, will, 
may, can, must. 

Do, be, and have are often used as principal verbs. 

4. A Finite Verb is any mode or tense of the verb 
except the infinitive and the participle. 

5. The following list of irregular verbs should be 
studied until pupils are able to give the principal 



130 



HOEXSHEL'S ADYAXCED GRAMMAR. 



parts of all in general use. Those marked r are also 
regular. Forms little used are printed in black: 



Pres. 


Past. 


Past P. 


Pres. 


Past. 


Past P. 


abide 


abode 


abode 


cleave, 


fclove 


1 cloven 


am, be 
arise 


was 
arose 


been 
arisen 


r. 

(to split) 


-j cleft 
Lclave 


j cleft 


awake, 


r. awoke 


awaked 


cling 


clung 


clung 






( baked 
j baken 


clothe,i 


. clad 


clad 


bake 


baked 


come 


came 


come 


bear 


(bore 
(bare 


born 


cost 
creep 


cost 
crept 


cost 
crept 


bear 


(bore 
|bare 




crow, r. 


crew 


crowed 


(to 
carry) 


borne 


cut 


cut 


cut 


bet 


bet 


bet 


dare, r. 


durst 


dared 


bless, r 


. blest 


blest 


deal 


dealt 


dealt 


bid 


bid, bade bidden, bid 


dig, r. 


dug 


dug 


bind 


bound 


bound 


do 


did 


done 


bite 


bit 


bitten, bit 


draw 


drew 


drawn 


bleed 


bled 


bled 


dream, r. dreamt 


dreamt 


blow 


blew 
j broke 
j brake 


blown 


dress, r 


drest 


drest 
j drank 
1 drunk 


break 


broken 


drink 


drank 


breed 


bred 


bred 


drive 


drove 


driven 






j beaten 
(beat 


dwell 


dwelt 


dwelt 


beat 


beat 


eat 


ate 


eaten 


begin 


began 


begun 


fall 


fell 


fallen 


bend,r 


. bent 


bent " 


feed 


fed 


fed 


bereave, bereft 


bereft 


feel 


felt 


felt 


r. 






fight 


fought 


fought 


beseech besought besought 


find 


found 


found 


bring 


brought 


brought 


flee 


fled 


fled 


build, r. built 


built 


fling 


flung 


flung 


burn,r 


burnt 


burnt 


fly 


flew 


flown 


burst 


burst 


burst 


forsake 


forsook 


forsaken 


buy 


bought 


bought 


freeze 


froze 


frozen 


cast 


cast 


cast 


get 


got 


got, gotten 


catch 


caught 


caught 


gild, r. 


gilt 


gilt 


chide 


chid 


j chidden 
"jchid 


gird,r. 


girt 


girt 






give 


gave 


given 


choose 


chose 


chosen 


go 


went 


gone 



HOENSHEL'S ADVANCED GRAMMAR. 



131 



Pres. 


Past. 


Past. P. 


Pies. 


Past. 


Past P. 


grave, r 
grow 
grind 
hang, r. 
have 


. graved 
grew 
ground 
hung 
had 


graven 

grown 

ground 

hung 

had 


rid 
ride 

ring 
rise 


rid 
rode 

(rang 
(.rung 
rose 


rid 

ridden 

rung 
risen 


hear 


heard 


heard 


rive, r. 


rived 


riven 


heave, r 


. hove 


hove 


run 


ran 


run 


hew, r. 


hewed 


hewn 


saw, r. 


sawed 


sawn 


hide 


hid 


hidden, hid 


say 


said 


said 


hit- 


hit 


hit 


see 


saw 


seen 


hold 


held 


( held 
1 holden 


seek 
seethe 


sought 
r. seethed 


sought 
sodden 


hurt 


hurt 


hurt 


sell 


sold 


sold 


keep 
kneel, r 


kept 
knelt 


kept 
knelt 


send 
set 


sent 
set 


sent 
set 


knit, r. 


knit 


knit 


shake 


shook 


shaken 


know 
lade, r. 


knew 
laded 


known 
laden 


shape, 
shave, 


r. shaped 
r. shaved 


shapen 
shaven 


lay 


laid 


laid 


shear, 


r. sheared 


shorn 


lead 


led 


led 


shed 


shed 


shed 


lean, r. 


leant 


leant 


shine 


shone 


shone 


leap, r. 
leave 


leapt 
left 


leapt 
left 


shoe 
shoot 


shod 
shot 


shod 
shot 


lend 


lent 


lent 


show,r. showed 


shown 


let 


let 


let 


shred 


shred 


shred 


lie lay 

(recline) 
light, r. lit 
lose lost 
make made 
mean meant 


lain 

' lit 
lost 
made 
meant 


shrink 

shut 

sing 

sink 

sit 

slay 

sleep 

slide 


( shrunk 
I shrank 

shut 

sang 

sank 

sat 

slew 

slept 

slid 


(shrunk 
( shrunken 

shut 

sung 

sunk 

sat 

slain 

slept 
( slidden 
{slid 


meet met 
mow, r. mowed 
pay paid 
pen, r. pent 

(to inclose) 


met 
mown 
paid 
pent 


put 


put 


put 


sling 


slung 


slung 


quit, r. 


quit 


quit 


slink 


slunk 


slunk 


rap, r. 

read 

rend 


rapt 
read 
rent 


rapt 
read 
rent 


slit 
smite 


slit 
smote 


slit 
j smitten 
( smit 



132 



HOENSHEL'S ADVANCED GRAMMAR. 



Pres. 
SOW, r. 

speak 

speed 
spend 
spill, r. 

spin 

spit 

split 

spread 

spring 

stand 

stave 

stay 

steal 
stick 
sting 
stride 

strike 

string 
strive 
strew. 



Past. 

sowed 
j spoke 
J spake 

sped 

spent 

spilt 
jspun 
| span 

spit, spat 

split 

spread 

sprang 

stood 
( staved 
/ stove 
(staid 
/stayed 

stole 

stuck 

stung 

strode 

struck 

strung 

strove 

•. strewed 

( swore 

/ sware 



Past p. 
sown 

spoken 

sped 

spent 

spilt 

spun 

spit 

split 

spread 

sprung 

stood 

^staved 

( stove 

C staid 

I stayed 
stolen 
stuck 
stung 
stridden 
struck 
stricken 
strung 
striven 
strown 



Pres. 

sweat 

sweep 

swell, r. 

swim 

swing 

take 

teach 

tear 

tell 

think 

thrive, ' 

*■ i 

throw 
thrust 



Past. 

sweat 

swept 

swelled 

swam 

swung 

took 

taught 

tore, tare 

told 

thought 

thrived 

throve 

threw 

thrust 



tread 


trod 


wax, r. 


waxed 


wear 


worn 


weave 


wove 


weep 


wept 


wet, r. 


wet 


whet, r. 


whet 


win 


won 


wind 


wound 


work, r. 


wrought 


wring 


wrung 


write 


wrote 



Past P. 

sweat 

swept 

swollen 

swum 

swung 

taken 

taught 

torn 

told 

thought 

thriven 

thrown 

thrust 

trodden 

trod 

waxen 

worn 

woven 

wept 

wet 

whet 

won 

wound 

wrought 

wrung 

written 



LESSON XXXVII. 
VOICE. 

1. The Passive Voice of any verb will always consist 

of the past participle of that verb, preceded by some 

form of the verb be. 

From this it follows that the passive of all the modes and 
tenses of any verb will always end with the same word. The 



HOENSHEL'S ADVANCED GRAMMAR. 133 

past participle of write is written, and the passive of write in 
every mode and tense will end with the word written. 

The form of the verb, to be that should be used is the form 
found in the mode and tense called for in the passive verb. 
Example: The indicative, present-perfect, third, singular of to 
be is has been; therefore, the indicative, present-perfect, third, 
singular, passive of the verb write is has been written. 

Sometimes the form of the verb to be is not expressed; as, 
" We found the water [ to be ] frozen." " The knife [ that was ] 
found in the yard belonged to the teacher." 

2. Classify these verbs, and name the voice of each : 

1. The bridge has been built. (Eemember that a pas- 

sive verb is always transitive.) 

2. In many places, the Mississippi has overflowed its 

banks. 

3. The greyhound can run very rapidly. 

4. Our neighbors are moving into their new house. 

5. Heated air rises. 

6. The Saxons came into England about the middle of 

the fifth century. 

7. The lowing herd winds slowly o'er the lea. 

8. Knowledge must be obtained by hard work. 

3. Name the voice of these verbs: 

shall see, shall be seen, may have seen, may have been 
seen, has seen, had seen, had been seen, might have 
seen ; can choose, could choose, shall have been cho- 
sen, to be chosen, are choosing, may be choosing, may 
be chosen ; to have stolen, to have been stolen, hav- 
ing stolen, having been stolen, stole, is stolen. 

4. Change the voice of all the verbs in these sen- 
tences without changing the meaning: 

1. The traveler was astonished at the sight. 

2. The heavens declare the glory of God. 

3. The address of welcome to the Grand Army of the 

Republic was given by Henry Watterson. 

4. Such examples incite young men to noble careers. 

5. The philosopher sat in his chair. ( Why cannot this 

be made passive ? ) 



134 HOENSHEL'S ADVANCED GRAMMAR. 

6. Health and plenty cheered the laborer. 

7. A horse trod on the child's foot. 

8. The sun rose at six. 

9. The book lies on the table. 

10. The commander must attend to this matter. 
When the 7th and the 10th are made passive, the object of 
the preposition becomes the subject of the verb. This will be 
explained in Grade Eight. 



LESSON XXXVIII. 
MODE. 

1. The Subjunctive Mode asserts an uncertainty, a 
wish, or a supposition ; as — 

1. If my brother were here, he would assist me. 

2. If he be industrious, he will succeed. 

As this mode is quite difficult, its further study will be found 
in Grade Eight. 

2. Name the mode of each verb in these sentences : 

1. I wish I were at home. 

2. Can you solve the problem ? 

3. Do not break the glass. 

4. " Evangeline " was written by Longfellow. 

5. The czar of Russia was assassinated by Nihilists. 

6. The city could have been captured by a brave army. 

7. Try to learn something new every day. 

8. The laws must be obeyed. 

3. Name all the passive verbs in the preceding sen- 
tences. 

4. Name the mode of each of these verbs : 

might throw, was throwing, has thrown, can throw, 
should throw, is thrown, have been thrown, had 
thrown, might throw ; throw the stone ; if it be 
thrown ; the javelin had been thrown. 



HOENSHEL'S ADVANCED GRAMMAR. 135 

5. "Write two sentences, each having a verb in — 

1. The indicative. 

2. The potential. 

3. The imperative. 

6. Diagram the sentences in paragraph 2. 



LESSON XXXIX. 
VERBS — REVIEW. 

1. Name the mode and tense of these verbs : 

is written, was written, have written, write, shall have 
written, has been written, has written, might write, 
can write ; go, went, might have gone, can have gone, 
should go, could have gone, shall go, will go, had gone, 
must go, must have gone. 

2. Name the voice, mode, and tense of the verbs in 
these sentences : 

1. The candidate was defeated. 

2. The witness may be telling the truth. 

3. I have delayed this interview for a long time. 

4. They must have been surprised by their enemies. • 

5. By Thursday, the ship will probably have reached its 

destination. 

6. These people have been oppressed by their rulers. 

7. When we reached the valley, the snow had disap- 

peared, and the flowers were appearing. 

8. The ship sank before help could arrive. 

9. Mr. Harmon was chosen chairman of the meeting. 

10. The independent candidate was beaten by a large 

majority. 

11. Milton said that no man could write epics who did 

not live epics. 

12. Love not sleep lest thou shouldst come to poverty. 

3. Diagram the preceding sentences. 



136 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XL. 
VERBS — PERSON AND NUMBER. 

1. Finite verbs have the same person and number as 
their subjects. 

1. A collective noun requires a plural verb when the 

individuals are thought of, but a singular verb 
when the collection is considered as a unit; as, 
"The committee were invited, and all came." 
"The committee was large." 

2. Two or more subjects connected by and require a 

plural verb; as, "Industry and perseverance are 
required." 

3. Two or more singular subjects, taken separately, 

( usually connected by or, nor, etc.,) require a sin- 
gular verb; as, "Europe, Asia, or Africa has a 
greater population than South America." 

4. Two or more singular subjects preceded by each, 

every, or no, require a singular verb; as, "Each 
animal, plant, and mineral has its use." 

5. When one subject is affirmative and the other neg- 

ative, the verb agrees with the affirmative subject ; 
as, "The sailors, not the captain, are to blame." 
"The captain, not the sailors, is to blame." 

6. When there are two subjects, taken separately, and 

differing in number or person, the verb agrees with 
the nearest subject; as, " Neither the mother nor 
the daughters are pleased." " Neither the daugh- 
ters nor the mother is pleased." 

7. The preceding rules for the agreement of the verb 

apply also to the agreement of the pronoun with 
its antecedent.* 

2. The verbs and pronouns in these sentences are 
correct. Give reasons for the forms used : 

1. Talking and doing are not the same. 

2. Many a man has sad recollections of his youth. 

* These are the principal rules for the agreement of a verb. A few special 
rules and suggestions will be given in Gkade Eight. 



HOENSHEL'S ADVANCED GRAMMAR. 137 

3. Every train and steamboat was crowded. 

4. From what country is each of your parents ? 

5. Every one of the witnesses says the same thing. 

6. Either you or I am in the wrong. 

7. A box of figs was sent us as a present. 

8. There were more than one of us. 

9. The victuals are cold. 

10. The word victuals is singular. 

11. There are no tidings. 

12. Neither wife nor child was there to meet him. 

13. Books, and not pleasure, are his delight. 

14. Money, as well as men, is needed. 

15. To possess and to profess are two different things. 

16. "Very true," say they. 

17. Chaucer's '.' Canterbury Tales " is an old poem. 

18. A variety of pleasing objects charms the eye. 

19. Twenty-five dollars is not too much for a bicycle. 

20. You or Thomas is mistaken. 

21. The condition of the roads is very bad. 

22. Hence arise the following conclusions. 

23. Everybody is very kind to me. 

24. Either he or I am to blame. 



LESSON XLI. 
VERBS — Continued. 



Correct the following errors, and give your reasons : 

( Always be sure you know what words are the subject and 
predicate before you attempt to correct the sentence.) 

1. What studies have each of the boys ? 

2. Every one of the boys are in their place. 

3. One of you are wrong. 

4. There is one or more reasons for this. 

5. Six days' work have been done. 

6. Either you or he are responsible. 



138 HOENSHEVS ADVANCED GRAMMAR. 

7. Nothing but vain and foolish pursuits delight some 

persons. 

8. The people, not the government, is responsible for 

the welfare of the nation. 

9. The number of our days are with Thee. 

10. Between grammar and logic there exists many con- 

nections. 

11. " Oats" are a common noun. 

12. The youth of this country has many opportunities. 

13. Idleness and ignorance brings sorrow. 

14. My brother, with two friends, have arrived. 

15. Strong arguments, not a loud voice, brings conviction. 

16. In him were found neither deceit nor any other vice. 

17. Either the horses or the wagon are to be sold. 

18. The door of the cell is open, and within stands two 

prisoners. 

19. Avarice is one of the passions that is never satisfied. 

20. The sun, with all its planets, are but a small part of 

the universe. 



LESSON XLII. 
VERBS — Continued. 



1. Some of the following are correct and some are 
incorrect. Make the corrections necessary: 

1. More than one has had a hand in this affair. 

2. Everyone must follow their own views on the ques- 

tion. 

3. Both money and labor were spent on it. 

4. Either you or I are the one who they have selected. 

5. Each of these studies have their own difficulties. 

6. The report of the mayor and clerk were presented. 

7. The report of the mayor and of the clerk was pre- 

sented. 

8. Not her beauty, but her talents, attract attention. 

9. Her talents, not her beauty, attract attention. 



HOENSHEUS ADVANCED GRAMMAR. 139 

10. It is her beauty, and not her talents, that attract at- 

tention . 

11. To do justly, to love mercy, and to be humble, are 

duties of universal obligation. 

12. Each day and each hour bring their portion of duty. 

2. Insert suitable verbs in the following blanks : 

1. Not one of my neighbor's sons succeeded in 

business. 

2. There my neighbor and her daughter. 

3. Time and tide for no man. 

4. That able scholar and critic a valuable library. 

5. The crime, not the scaffold, the shame. 

6. A bushel of pears taken from one tree. 

7. Neither he nor I frightened. 

8. He or his brother the book. 

9. There been several vessels lost on these rocks. 



LESSON XLIII 
REVIEW. 



1. Write two sentences, each having a verb that 

has — 

1. Two or more subjects connected by and. 

2. Two or more singular subjects connected by or or 

nor. 

3. Two singular subjects connected by as well as. 

4. Two subjects', differing in number, and taken sepa- 

rately. 

5. Two subjects, differing in person, and taken sepa- 

rately. 

6. Two subjects, differing in number, one affirmative 

and the other negative. 



140 HOENSHEL'S ADVANCED GRAMMAR. 

2. Write a sentence containing a personal pronoun 
having for its antecedent — 

1. A singular noun preceded by each or every. 

2. Two or more singular nouns connected by and. 

3. Two or more singular nouns connected by or or nor. 

4. Two singular nouns connected by as well as. 

5. Two nouns, differing in number, and taken separately. 

6. Two nouns, differing in number, one taken affirma- 

tively and the other negatively. 



LESSON XLIV. 
VERBS — CORRECT FORMS. 

1 . The following verbs should receive special study 

Present. 

1 P' 

L {lay, 

2 i sit > 

' (set, 

rise, 



Present 


Past 


Past 


Participle. 


Tense. 


Participle. 


lying, 


lay, 


lain ; 


laying, 


laid, 


laid; 


sitting, 


sat, 


sat; 


setting, 


set, 


set; 


rising, 


rose, 


risen ; 


raising, 


raised, 


raised. 



The first verb of each of the above pairs is intransitive, and 
cannot be used with an object nor in the passive voice. The 
second verb of each pair is transitive, and can be used only with 
an object or in the passive voice. Set, when applied to the sun, 
or meaning to set out on a journey, is intransitive. 

2. In the following sentences the preceding verbs are 
used correctly : 

1. After the game, the ball-players lay down to rest. 

2. The pupil laid his book on the table, and there it 

still lies. 

3. The foundation-stones were laid in cement. 

4. Set the basket down and sit on that chair. 



HOENSHEL'S ADVANCED GRAMMAR. 141 

5. The girls are sitting on the porch, looking at the set- 

ting sun. 

6. The workmen raised the bridge before the river rose. 

7. Rising from his chair, and raising his right arm, the 

orator began to speak. 

3. Fill each of these blanks with the proper form of 
one of the verbs in the first pair given in paragraph 1 : 

1. The book was on the table. Yes, I it there. 

Well, let it . 

2. The sick man has on his bed a long time. 

3. What plans are you now? 

4. Have they their burdens down ? 

5. I remember when the corner-stone was . 

6. here, and your head on the pillow. 

4. Fill these blanks with the proper forms of the 
verbs mentioned in paragraph 1 : 

1. Mary, you may the table. 

2. William is by the stove, but Samuel is the 

old hen. 

3. The traveler rose early, and out at six o'clock. 

4. Your coat well. 

5. yourself down and still. 

6. The creek is (rising, raising), and the men are (ris- 

ing, raising) that old house. 

7. We found the knife in the road. 

8. Much land has been waste by the high water. 

9. The trial was (set, sat) for next Monday. 

10. After fighting all day, the soldiers down on the 

ground to sleep. 



142 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XLV. 
VERBS — CORRECT FORMS. 

1. The past tense is never used with an auxiliary 
verb, and the past participle is never used without an 
auxiliary (sometimes not expressed). 

2. Choose the right word, and give reasons: 

1. He (done, did) it, 

2. I (seen, saw) him. 

3. Have you ever (saw, seen) a giraffe ? 

4. Has he (wrote, written) the letter? 

5. The letter (wrote, written) yesterday was mailed to- 

day. ( That was is understood.) 

6. Has the messenger (come, came) yet ? 

7. The storm soon (began, begun). 

8. The boy said his book was ( tore, torn). 

9. Some of our best apples were (stole, stolen). 

10. I (knowed, knew) him as soon as I (saw, seen) him. 

11. The train had (gone, went ) an hour before I (come, 

came). 

12. This work cannot be (did, done) in one day. 

13. She (ought, had ought) to go. (As the verb ought 

has no past participle, it cannot be used with an 
auxiliary.) 

14. He was (chose, chosen) umpire of the game. 

15. The tune was (sung, sang) well. 

16. That witness has surely (swore, sworn) falsely. 

8. Select the right verbs, and give reasons: 

1. I ( think, guess, expect, suppose) that he is sick. 

2. ( Guess, think) how many grains are on this ear of 

corn. 

3. Will you ( learn, teach ) me to skate ? 

4. Mother, I will (go, come) to see you next week. 

5. Try (and, to) learn your lesson. 

6. I (expect, think) he has gone to Europe. 



HOEXSHEL'S ADVANCED GRAMMAR. I43 

7. I expected (to be, to have been) in New York by this 

time. 

8. He (don't, does n't) believe in hypnotism. 
Remember that don't can be used only as a contraction for 

do not. 



LESSON XLVI 
REVIEW. 



1. Use the past tense and past participle of each of 
these verbs in a sentence : 

blow throw see do 

go ride eat come 

break begin draw fly 

know sing swim take 

2. Use each of these words in a sentence: 



lie 


lies 


lying 


lain 


lay 


lays 


laying 


laid 


sit 


sits 


sitting 


sat 


set 


sets 


setting 


rises 


raises 


rose 


raised 


rising 



LESSON XLVII. . 

CONJUGATION. 

1. The conjugation of a verb is the orderly arrange- 
ment of its voices, modes, tenses, persons, and num- 
bers. 



144 



HOENSHEL'S ADVANCED GRAMMAR. 



2. The auxiliaries can, may, shall, and will have 
forms for the past: could, might, should, and 
would. 

These forms are said by grammarians to be in the past tense, 
but they do not express past time. Tense does not always 
mean time. 

3. On the following pages will be found the conju- 
gation of the verb to be.* 



Singular. 

1. I am, 

2. You are, 

3. He is; 



1. I have been, 

2. You have been, 

3. He has been, or hath been ; 



INDICATIVE MODE. 

PRESENT TENSE. 

Plural. 

1. We are, 

2. You are, 

3. They are. 

PRESENT-PERFECT TENSE. 

1. We have been, 

2. You have been, 

3. They have been. 







PAST TENSE. 


1. 

2. 
3. 


I was, 
You were, 
He was ; 


1. We were, 

2. You were, 

3. They were. 

PAST-PERFECT TENSE. 


1. 
2. 
3. 


I had been, 
You had been, 
He had been ; 


1. We had been, 

2. You had been, 

3. They had been. 

FUTURE TENSE. 


1. 
2, 

3. 


I shall be, 
You will be, 
He will be ; 


1. We shall be, 

2. You will be, 

3. They will be. 



* There is a tendency In many schools to neglect the study of conjugation. 
Probably this Is the reason why so many students ( and many teachers, too) cannot 
parse a verb correctly. Conjugation should be studied until the pupil can give 
any voice, mode, or tense called for. 



HOENSHEVS ADVANCED GRAMMAR. 145 

FUTURE-PERFECT TENSE. 

1. I shall have been, 1. We shall have been, 

2. You will have been, 2. You will have been, 

3. He will have been ; 3. They will have been. 

SUBJUNCTIVE MODE. 

PRESENT TENSE. 

1. If I be, 1. If we be, 

2. If you be, 2. If you be, 

3. If he be ; 3. If they be. 

PAST TENSE. 

1. If I were, 1. If we were, 

2. If you were, 2. If you were, 

3. If he were ; 3. If they were. 

POTENTIAL MODE. 

PRESENT TENSE. 

1. I may be, 1. We may be, 

2. You may be, 2. You may be, 
3. 



He may be ; 3. They may be. 



PRESENT-PERFECT TENSE. 

1. I may have been, 1. We may have been, 

2. You may have been, 2. You may have been, 

3. He may have been ; 3. They may have been. 

PAST TENSE. 

1. I might be, 1. We might be, 

2. You might be, 2. You might be, 

3. He might be ; 3. They might be. 

PAST-PERFECT TENSE. 

1. I might have been, 1. We might have been, 

2. You might have been, 2. You might have been, 

3. He might have been ; 3. They might have been. 

IMPERATIVE MODE. 

PRESENT TENSE. 

2. Be, or do thou be ; 2. Be, or do ye or you be. 



10 



146 HOENSHEL'S ADVANCED GRAMMAR. 

INFINITIVES. 

Present, To be. Present-Perfect, To have been. 

PARTICIPLES. 
Present, Being. Past, Been. Past-Perfect, Having been. 

4. In the study of conjugation it should be observed 

that — 

1. In the formation of the futures, we have two auxili- 

aries, shall and will. For the expression of simple 
futurity, we use shall in the first person, and will 
in the second and third persons, as given in the 
table. On the other hand, by using will in the 
first person, and shall in the second and third per- 
sons, we express the various ideas of promise, com- 
mand, obligation, etc. Thus: "I will be there" 
expresses a promise. "Thou shalt love the Lord 
thy God" is a command. " He shall do it" ( i. e., 
I will make him) expresses obligation or necessity. 

2. The singular form, thou art, etc., is now used only 

in acts of worship, or on other solemn occasions. 
In ordinary discourse, in addressing one person, 
we say you are, you were, etc., the meaning be- 
ing singular, but the form plural. 

3. In the third person, the subject of the verb may be 

any of the personal pronouns, he, she, it, any of 
the relative pronouns, who, which, what, that, 
etc., or any noun. For convenience of recitation, 
only one subject is inserted. 

4. In the potential mode the auxiliary may be — 

In the present tense, may, can, or must; 

In the past tense, might, could, would, or should ; 

In the present-perfect tense, may have, can have, 

or must have ; 
In the past-perfect tense, might have, could have, 

would have, or should have. 



HOENSHEL'S ADVANCED GRAMMAR. 



147 



LESSON XLVIII 



CONJUGATION — Continued. 



Conjugation of the word Love, in the Active Voice. 
INDICATIVE MODE. 



Singular. 

1. I love, 

2. You love, 

3. He loves ; 



PRESENT TENSE. 

Plural. 

1. We love, 

2. You love, 

3. They love. 



PRESENT-PERFECT TENSE. 

1. I have loved, 1. We have loved, 

2. You have loved, 2. You have loved, 

3. He has loved ; 3. They have loved. 

PAST TENSE. 

1. We loved, 

2. You loved. 

3. They loved. 

PAST-PERPECT TENSE. 

1. We had loved. 

2. You had loved , 

3. They had loved. 

FUTURE TENSE. 

1. We shall love, 

2. You will love, 

3. They will love. 



1. I loved, 

2. You loved, 

3. He loved ; 



1. I had loved, 

2. You had loved, 

3. He had loved ; 



1. I shall love, 

2. You will love, 

3. He will love : 



FUTURE-PERFECT TENSE. 

1. I shall have loved, 1. We shall have loved, 

2. You will have loved, 2. You will have loved, 
3. They will have loved. 



3. He will have loved 



148 HOENSHEL'S ADVANCED GRAMMAR. 

SUBJUNCTIVE MODE. 

PRESEXT TENSE. 

1. If Hove, 1. If we love, 

2. If you love, 2. If you love, 

3. If he love ; 3. If they love. 

POTENTIAL MODE. 

PRESENT TEXSE. 

1. I may love, 1. We may love, 

2. You may love, 2. You may love, 

3. He may love ; 3. They may love. 

PRESENT-PERFECT TENSE. 

1. I may have loved, 1. We may have loved, 

2. You may have loved, 2. You may have loved. 

3. He may have loved ; 3. They may have loved. 

PAST TENSE. 

1. I might love, 1. We might love, 

2. You might love, 2. You might love, 

3. He might love ; 3. They might love. 

PAST-PERFEOT TEXSE. 

1. I might have loved, 1. We might have loved, 

2. You might have loved, 2. You might have loved, 

3. He might have loved ; 3. They might have loved. 

IMPERATIVE MODE. 

PRESEXT TEXSE. 

2. Love, or love thou. 2. Love, or love you. 

INFINITIVES. 
Present, To love. Present-Perfect, To have loved. 

PARTICIPLES. 
Present, Loving. Past, Loved. Past-Perfect, Having loved. 



HOENSHEL'S ADVANCED GRAMMAR. Ud 

LESSON XLIX. 

CONJUGATION— Continued. 

1. Conjugation of the verb Love in the Passive Voice. 
INDICATIVE MODE. 

PRESENT TENSE. 
Singular. Plural. 

1. I am loved, 1. We are loved, 

2. You are loved, . 2. You are loved, 

3. He is loved ; 3. They are loved. 

PRESENT-PERFECT TENSE. 

1. I have been loved, 1. We have been loved, 

2. You have been loved, 2. You have been loved, 

3. He has been loved ; 3. They have been loved. 

PAST TENSE. 

1. I was loved, 1. We were loved, 

2. You were loved, 2. You were loved, 

3. He was loved ; 3. They were loved. 

PAST-PERFEOT TENSE. 

1. I had been loved, 1. We had been loved, 

2. You had been loved, 2. You had been loved, 

3. He had been loved ; 3. They had been loved. 

FUTURE TENSE. 

1. I shall be loved, 1. We shall be loved, 

2. You will be loved, 2. You will be loved, 

3. He will be loved ; 3. They will be loved. 

FUTURE-PERFECT TENSE. 

1. I shall have been loved, 1. We shall have been loved. 

2. You will have been loved, 2. You will have been loved. 

3. He will have been loved ; 3. They will have been loved . 

SUBJUNCTIVE MODE. 

PRESENT TENSE. 

1. If I be loved, 1. If we be loved, 

2. If you be loved, 2. If you be loved, 

3. If he be loved ; 3. If they be loved. 



150 JIOEXSHEL'S ADVANCED GRAMMAR. 

PAST TENSE. 

1. If I were loved, or were I loved ; 1. If we were loved. 

2. If you were loved, or were you loved ; 2. If you were loved. 

3. If he were loved, or were he loved. 3. If they were loved. 

POTENTIAL MODE. 

PRESENT TENSE. 

1. I may be loved, 1. We may be loved, 

2. You may be loved, 2. You may be loved, 

3. He may be loved; 3. They may be loved. 

PRESENT-PERFECT TENSE. 

1. I may have been loved, 1. We may have been loved, 

2. You may have been loved, 2. You may have been loved, 

3. He may have been loved ; 3. They may have been loved. 

PAST TENSE. 

1. I might be loved, 1. We might be loved, 

2. You might be loved, 2. You might be loved, 

3. He might be loved ; 3. They might be loved. 

PAST-PERFECT TENSE. 

L. I might have been loved, 1. We might have been loved, 

2. You might have been loved, 2. You might have been loved, 

3. He might have been loved ; 3. They might have been loved. 

IMPERATIVE MODE. 

PRESENT TENSE. 

2. Be loved, or be thou loved. 2. Be loved, or be you loved. 

INFINITIVES. 
Present, To be loved. Present-Perfect, To have been loved. 





PARTICIPLES. 




Present. 


Past. 


Past-Perfect. 


Being loved. 


Loved. 


Having been loved, 



2. The synopsis of a verb is the orderly arrangement 
of its voices, modes, and tenses in one person and num- 
ber (usually the first person, singular). 



HOENSHEL'S ADVANCED GRAMMAR. 151 

3. The conjugations already given are of the Com- 
mon Form. There are two other forms : the Progress- 
ive and the Emphatic. 

4. The Progressive Form of the verb is that which 
represents the action as in progress; as, "I am writ- 
ing." 

5. The Emphatic Form of the verb is that in which 
the assertion is expressed with emphasis; as, "I do 
write." 



LESSON L 
REVIEW. 



1. Write a synopsis of the verb write in the active 
voice. 

2. Write a synopsis of the verb write in the passive 
voice. 

3. Write the conjugation of choose, active voice. 

4. Write the conjugation of choose, passive voice. 



LESSON LI, 
REVIEW. 



Write a sentence having a verb in the- 

1. Active, indicative, present-perfect. 

2. Active, indicative, future-perfect. 

3. Passive, indicative, past-perfect. 



152 HOENSHEL'S ADVANCED GRAMMAR 

4. Passive, indicative, past. 

5. Active, potential, past. 

6. Active, potential, past-perfect. 

7. Active, potential, present-perfect. 

8. Passive, potential, past. 

9. Passive, potential, present. 

10. Active, imperative. 

11. Passive, imperative. 

12. Active, subjunctive, present. 

13. Passive subjunctive, present. 

14. Passive, subjunctive, past. 

15. Passive, potential, past-perfect. 

16. Active, indicative, past-perfect. 



LESSON LII. 
VERBS — INFINITIVES. 

1. The Infinitive is that form of the verb which ex- 
presses action or being without affirming it; as, to 
write, to have written; to exist. 

2. The following are the infinitives of the verb see: 

Present. Present-Perfect. 

Active : to see, to have seen. 

Passive: to be seen, to have been seen. 

The infinitive has the progressive forms to be seeing and to 
have been seeing. 

Of course, an intransitive verb has but the two active in- 
finitives. 

The names present and present-perfect do n,ot have reference 
to the time expressed by the infinitive, but to its form. The 
time depends on the finite verb of the sentence. 

3. The sign of the infinitive is to, but this sign is 
omitted after the verbs bid, dare, feel, hear, help, 



HOENSHEL'S ADVANCED GRAMMAR. 153 

let, make, see, and some others; as, "Let him [to] 
come." " See the birds [to] fly." 

When to is omitted, it should be supplied in parsing. 

4. The infinitive is used as a noun, an adjective, or 
an adverb. 

5. The following is the order for parsing an infin- 
itive : 

1. "To work is not always pleasant." To work is a 
verb, regular, intransitive, active'; infinitive, pres- 
ent ; it has the construction of a noun, nominative, 
subject of the verb is. 

2.- "The lesson to be learned was very difficult." To 
be learned is a verb, regular, transitive, passive ; 
infinitive, present ; it has the construction of an 
adjective, modifying lesson. 

3. " He went to school to study grammar." To study- 
is a verb, regular, transitive, active; infinitive, 
present; it has the construction of an adverb, 
modifying went. 
Construction means the same as office. 

6. In the following sentences the infinitive has the 
construction of a noun : 

1. As subject: 

a. To learn requires application. 

b. To climb trees is dangerous. 

2. As object of verb : 

a. I like to walk. 

b. The thief desires to escape. 

3. As attribute complement. 

a. To see is to believe. 

b. "To study is to learn. 

4. In apposition with subject : 

a. It is useless to inquire. 

b. It is a sin to speak deceitfully. 



154 HOEXSHEL'S ADVANCED GRAMMAR. 

5. As object of a preposition : 

a. I was about to write.* 

b. They had no choice but to go. 

T. In the following sentences the infinitive has the 
construction of an adjective: 

1. Not used in the predicate: 

a. Flee from the wrath to come. 

b. Leaves have their time to fall. 

2. Used in the predicate (attribute complement) : 

a. The house is to be sold. 

b. The governor's authority is to be supported. 

8. In the following sentences the infinitive has the 
construction of an adverb : 

1. Modifying a verb: 

a. Music was ordained to refresh the mind. 

b. They fought to defend their country. 

2. Modifying an adjective: 

a. These apples are good to eat. 

b. The industrious boy is anxious to work. 

3. Modifying an adverb: 

a. He is too young to enlist (modifies too). 

b. It is ripe enough to eat. (To eat modifies 

enough. Enough is an adverb modifying 
ripe.) 

9. Parse the infinitives in all of the preceding sen- 
tences marked a. 

A model for written parsing can easily be arranged by teacher 
or pupil. 

10. Write the infinitives of these verbs : 

lie, sit, choose, tear, do. 

♦In such sentences, about may be called an adjective, meaning nearly the 
same as ready or prepared. The Infinitive, then, would have the construc- 
tion of an adverb, modifying about. 



HOENSHEL'S ADVANCED GRAMMAR. 155 

LESSON LIII. 

INFINITIVES— Continued. 

1. Point out the infinitives in these sentences, and 
give the construction of each : 

1. They had the good fortune to escape. 

2. The student has a.license to preach. 

3. The cuckoo tried to steal the nest. 

4. She is sad to see her sister failing. 

5. I have come to hear you sing. 

6. You have a problem to solve. 

7. I am prepared to hear you. 

8. You were kind enough to aid. 

9. These men were sent to rule a distant province. 

10. He is old enough to vote. 

11. The pupil forgot to study his lesson. 

12. Not to save my right hand would I do it. 

13. I come not here to talk. 

14. It is useless to inquire. 

V^ to inquire. 



It ( ) | is — useless 



15. To obey is better than to be punished. 

16. It is better to strive for the right than to rail at the 

wrong [is good]. 

17. To hesitate is to be lost. 

18. To rob a caravan is a crime, but to steal a continent 

is glory. 

19. Everyone should strive to be an ornament to his pro- 

fession. 

20. One stumble is enough to deface the character of an 

honorable life. 
In the 19th sentence should strive is intransitive, and the 
infinitive has the construction of an adverb. 

2. Diagram the preceding sentences. 



156 UQENSKEL'S ADVANCED GRAMMAR. 

LESSON LIV. 
INFINITIVES — Continued. 

1. Usually no word should come between to and 
the verb; thus, "to rapidly walk" should be "to 
walk rapidly." 

Some authors do not hesitate to disregard the above rule. 

2. The present-perfect infinitive should not be used 
after verbs of wishing, expecting, etc. We should 
not say "He wished to have gone," but " He wished 
to go." 

3. Write a sentence having — 

1. An infinitive, present, active. 

2. An infinitive, present, passive. 

3. An infinitive, present-perfect, active. 

4. An infinitive, present-perfect, passive. 

5. An infinitive without to. 

4. Write a sentence having an infinitive with the 
construction of — 

1. An adjective, not in the predicate. 

2. An adjective, in the predicate. 

3. A noun, subject. 

4. A noun, object. 

5. A noun, attribute complement. 

6. A noun, object of a preposition. 

7. A noun, in apposition with subject. 

8. An adverb, modifying a verb. 

9. An adverb, modifying an adjective. 
10. An adverb, modifying an adverb. 



HOENSHEL'S ADVANCED GRAMMAR. 157 

LESSON LV. 
VERBS —PARTICIPLE. 

1. A Participle is a word derived from a verb, par- 
taking of the properties of a verb and of an adjective 
or a noun. 

2. There are three participles : the Present, the Past, 

and the Past-Perfect. 

The Past is sometimes called the Perfect, and the Past-Per- 
fect is sometimes called the Compound Participle. 

3. The following are the participles of the transitive 
verb see: 

Present. Past. Past-Perfect. 

Active: seeing, seen, having seen. 

Passive: being seen, seen, having been seen. 

An intransitive verb has only the three active participles. 

Some grammarians do not consider the past participle in the 
active voice a separate participle, because it has the same form 
as the past participle in the passive voice. While it is true that 
they have the same form, there is often quite a difference in 
meaning. 

The active participle is used with an auxiliary in forming 
many of the tenses in the active voice ; thus, in " I have seen 
the parade," have is the auxiliary and seen is the past parti- 
ciple, active. In "I have been seen," have been is the auxil- 
iary and seen is the past participle, passive. In "The animal 
seen on the mountain was a bear," seen is the past participle, 
passive. 

4. Write all the participles of these verbs : 

write, choose, walk, go, do, try, sit. 



158 HOENSHEL'S ADVANCED GRAMMAR. 

5. A participle always has the construction of an ad- 
jective or a noun. 

No word is a participle unless it is derived from a verb ; 
thus, in "He was unknown in the community," unknown is 
not a participle, because there is no verb unknow from which 
it can be derived. 

6. The following is the order for parsing a parti- 
ciple : 

1. "The lesson learned yesterday was not recited." 

Learned is a verb, regular, transitive, passive ; 
participle, past; it has the construction of an ad- 
jective, and modifies lesson. 

2. "By learning the lesson he won the approval of his 

teacher." Learning is a verb, regular, transitive, 
active ; participle, present ; it has the construction 
of a noun, the object of the preposition by. 

7. In the following sentences the participle has the 
construction of an adjective: 

1. Not used in the predicate: 

a. Wealth obtained dishonestly soon disappears. 
h. Having walked a long distance, the soldier is 

tired. 
c. The policeman found the criminal concealed in 

the bushes. 

2. Used as attribute complement: 

a. Truth lies wrapped up and hidden in a well. 

h. Cincinnatus was found plowing. 

c. The general lay wounded on the field. 

8. In the following sentences the participle has the 
construction of a noun : 

1. In the nominative case : 

a. Riding a bicycle is good exercise. 

b. This reminding me of your kindness is reprov- 

ing me. 

c. My admitting the fact will not affect the argu- 

ment. 



BOENSHEVS ADVANCED GRAMMAR. 159 

2. In the objective case : 

a. We obtain information by reading good books. 

b. Light minds undertake many things without 

completing them. 

c. He could not resist taking the apple. 

9. Parse the participles in the preceding sentences. 



LESSON LVI. 

PARTICIPLES — Continued. 

1. Point out the participles in these sentences, and 
give the construction of each : 

1. Pardon my asking if you like to read. 

2. Avoid keeping company with the depraved. 

3. The Indians ran screaming in pursuit. 

4. Many have amassed wealth by living economically. 

5. Attempting much and doing little is a common cause 

of failure. 

6. Pocahontas was married to an Englishman named 

John Rolfe. 

7. The philosopher sat buried in thought. 

8. Instead of reasoning more forcibly, he talked more 

loudly. 

9. Our united efforts could not prevent his going. 

10. He spent hours in correcting and polishing a single 

couplet. 

11. Nature is best conquered by obeying her. 

12. The child stood weeping. (Weeping has the con- 

struction of an adjective in the predicate.) 

13. The pardon of the governor prevented his being 

hung. 

14. God's balance, watched by angels, is hung across the 

sky. 

15. The letter written yesterday has been mailed. 



160 HOENSHEL'S ADVANCED GRAMMAR. 

2. Participles are often placed before nouns to de- 
scribe some condition or characteristic. They then 
become simple adjectives. 

1. The engineer, injured in the wreck, was taken home. 

( Participle.) 

2. The injured man was taken away. (Adjective.) 

3. The horse, running rapidly, soon reached the oppo- 

site side of the field. ( Participle.) 

4. The running horse was soon captured. (Adjective.) 

3. Use each of these words in two sentences : first, 

as an adjective; second, as a participle: 

wounded, chosen, stolen, rippling, winding, falling, pol- 
ished, sworn. 



LESSON LVII. 

REVIEW. 

1 . Notice these diagrams : 

1. The soldier lay wounded. 

^ wounded 

soldier | lay — | 

| The 

2. AVe should avoid injuring the feelings of others. 

We | should avoid 

~"\ ^ injuring 

feelings. 



Injuring is a participle, with the construction of a noun, and 
is the object of should avoid. Feelings is the object of injur- 
ing. 



HOENSHEL'S ADVANCED GRAMMAR. 161 

3. Your writing that letter so neatly secured the situa- 
tion. 



^ writing 



Your neatly 



letter 



1 secured 

situation. 



If the sentence were "Your writing so neatly secured the 
situation," the following diagram could be used: 

V ^ writing | secured 

I Your | neatly I situation. 



| so 

In this case it is not necessary to place the participle on a 
support; but when the participle used as the subject has an 
object, it is difficult to show the office of each word without 
placing the participle above the base line. 

4. We can improve our minds by reading good books. 



reading 

books. 



Reading is a participle used as the object of by, and books 
is the object of reading. 

5. The pardon of the governor prevented his being 
hung. 
pardon | prevented 

Vbeing hung. 
| his 

Being hung is a participle, with the construction of a noun, 
object of prevented. 



— 11 



162 HOEXSHEVS ADVANCED GRAMMAR. 

6. Pardon my asking if you like to read. 
if 

you | j like 
x | Pardon Itoread. 



lasking 

I my 



2. Diagram the sentences in paragraph 1, Lesson 
LVI. 



LESSON LVI II. 
PARTICIPLES — Continued. 

1. Write a sentence having a participle — 

1. With the construction of a noun, subject. 

2. With the construction of a noun, object of a verb. 

3. With the construction of a noun, object of a preposi- 

tion. 

4. With the construction of a noun, object of a verb, 

and having an object. 

5. With the construction of a noun, subject, and hav- 

ing an object. 

6. With the construction of an adjective, not attribute 

complement. 

7. With the construction of an adjective,. attribute com- 

plement. 

2. Write all the participles of these verbs: 

steal, chop, lie, help, make, grow. 



HOENSHEL'S ADVANCED GRAMMAR. 163 

LESSON LIX. 
ADVERBS. 

1. According to their office in the sentence, adverbs 
are divided into three classes : Simple, Interrogative, 
and Conjunctive. 

2. A Simple Adverb simply modifies the word with 
which it is used ; as — 

1. He reads well and writes very well. 

2. The mountain is exceedingly high. 

•8. An Interrogative Adverb is one used in asking a 
question. 

4. A Conjunctive Adverb is one that modifies a word 
in a dependent clause, and also connects that clause 
with the independent clause. 

In the sentence, " I will recite when the time comes," when 
modifies comes and connects the adverb clause with will recite. 

The principal conjunctive adverbs are when, where, as, why, 
wherein, whereby, while, whenever, whereon, and than. 

It is evident that conjunctive adverbs are found in complex 
sentences. 

5. Such adverbs as surely, perhaps, certainly, 
yes, nay, no, and not are sometimes called Modal 
Adverbs. 

Notice that a modal adverb is not an adverb of manner. A 
modal adverb describes the manner of making the assertion, 
not the manner of performing the action. 

In "He will certainly come quickly," certainly is a modal 
adverb, describing the manner in which the assertion is made, 
and quickly is an adverb of manner, describing how the action 
will be performed. 



164 HOENSHEL'S ADVANCED GRAMMAR. 

6. According to their meaning, adverbs are divided 
as follows : 

1. Adverbs of Place ; as, where, here, etc. 

2. Adverbs of Time ; as, now, again, afterward, etc. 

3. Adverbs of Number ; as, once, twice, secondly, thirdly. 

4. Adverbs of Manner ; as, how, well, so, etc. 

5. Adverbs of Degree ; as, very, too, much, etc. 

6. Adverbs of Cause ; as. why, wherefore, etc. 

7. Adverbs of Affirmation and Negation ; as, yes, no, yea, 

nay, etc. 

7. The only modification of adverbs is comparison. 
They have the same degrees as adjectives, but usually 
only adverbs of manner and degree can be compared. 

8. Classify the adverbs in these sentences according 
to use and according to meaning: 

1. Tarry till he comes. 

2. On my way hither, I saw her come forth. 
Is hither an adverb in this sentence ? 

3. There were no other persons there.* 

4. They lived together very happily. 

5. How rapidly the moments fly ! 

6. Perchance you are the man. 

7. I have not seen him since I returned. 

8. Whither has he gone ? 

9. How far that little candle throws its beams ! 

10. Slowly and sadly we laid him down. 

11. These scenes, once so delightful, no longer please 

him. 

12. Having duly arranged his affairs, he departed im- 

mediately. 

9. Many adverbs are composed of two or more 
words; as, by and by, one by one, at all. These 
may be called Phrase Adverbs, 



P h 



Notice the difference between a phrase adverb and an adverb 
rase. 



'The first there is not an adverb; it ia simply an introductory word. 



HOENSHEUS ADVANCED GRAMMAR. 155 

10. Only one negative should be used in making a 

denial. 

' ' He has never done nothing ' ' should be ' ' He has never 
done anything," or "He has done nothing." 

11. Adverbs should not be used for adjectives, nor 
adjectives for adverbs. 

In the sentence, " The day is disagreeable cold," the adjec- 
tive disagreeable is used instead of the adverb disagreeably. 

In "This pen does not write good," the adjective good is 
used instead of the adverb well. ( Good, better, best is an ad- 
jective ; well, better, best may be an adverb.) In " The queen 
feels badly," the adverb badly is used instead of the adjective 
bad. It does not tell the manner of feeling, but the condition 
of the queen. 

12. Some adjectives, when used in the predicate to 
express the condition of the subject, are incorrectly 
called adverbs. The following sentences are all cor- 
rect : 

1. She looks cold. 

2. Velvet feels smooth. 
.3. He sat silent. 

4. The lady feels bad. 

5. The author stood bareheaded in the presence of the 

king. 
Bareheaded is an adjective, expressing the condition of au- 
thor; it does not tell the manner in which he stood. 



LESSON LX. 

ADVERBS — Continued. 

1. Correct where necessary, and give your reasons 
for the changes : 

1. He stood silently and alone. 

2. Speak more distinctly. 



160 HOENSHEL'S ADVANCED GRAMMAR. 

3. A miser never gives anything to nobody. 

4. How sweetly the music sounds ! 

5. The sun shines brightly and the grass looks greenly. 

6. He feels very sadly about his loss. 

7. The teacher was tolerable well informed. 

8. The young lady looked beautifully, and she sjhir 

beautiful. 

9. AVe arrived at home safely and soundly. 

10. The bashful young man appeared very awkwardly. 

11. This apple looks well ( good ?) but it tastes bad. 

12. She dresses suitable to her station and means. 

13. I was exceeding glad to hear from you. 

14. The train does n't wait for no one. 

15. The doctor said she would never be no better. 

16. Every man cannot afford to keep a coach. 

2. Choose the right word, and give reasons : • 

1. He looked (glad, gladly) when his brother came. 

2. Lucy felt very (sad, sadly) when her friend died. 

3. The evening bells sound (sweet, sweetly) and low. 

4. The eggs were boiled (soft, softly). 

5. The house was made (strong, strongly). 

6. Come ( quick, quickly). 

7. The slaves were treated (harsh, harshly). 

8. The singer's voice seemed ( harsh, harshly). 

9. The moon rose (clear, clearly). 

10. The house appears (comfortable, comfortably) and 

(pleasant, pleasantly). 

11. The boy was dressed (comfortable, comfortably). 



HOENSHEL'S ADVANCED GRAMMAR. 167 

LESSON LXI. 
ADVERBS — Continued. 

1. Adverbs should be placed where there can be no 
doubt as to what they are intended to modify. Notice 
these sentences, and explain the meaning of each: 

1. Only the address can be written on this side. 

2. The address can only be written on this side. 

3. The address can be written on this side only. 

2. Improve the location of the adverb in these sen- 
tences : 

1. We only recite three lessons a day. 

2. All men are not educated. 

3. All that glitters is not gold. 

4. Two young ladies came to the party nearly dressed 

alike. 

5. Such prices are only paid in times of great scarcity. 

6. Corn should be generally planted in April or May. 

7. No man has ever so much that he does not want more . 

8. I shall be glad to see you always. 

9. The work will be never completed. 

10. Having nearly lost a thousand dollars by the trans- 

action, I cannot afford to venture again. 

11. The secretary was expected to resign daily. 

12. He nearly walked ten miles. 

13. I only bring forward a few things. 

14. We merely speak of ourselves. 

15. The Chinese chiefly live upon rice. 

16. I only ate one apple to-day 

3. Write three sentences, each containing — 

1. A modal adverb. 

2. An adverb of manner. 

3. A conjunctive adverb. 

4. A phrase adverb. 

5. An adverb phrase. 



168 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON LXII. 
PREPOSITIONS. 

1. A Preposition is a word that shows the relation of 
its object to some other word in the sentence. 

Some prepositions are composed of two or three words; as, 
on account of, by means of, from under, etc. 

Prepositions are sometimes used as part of a verb ; as, " He 
was laughed at." "This matter must be attended to." Such 
verbs are called Compound Verbs. 

Some words, originally participles, are sometimes preposi- 
tions; as, concerning, regarding, respecting. 

2. The object of a preposition may be a word, phrase, 
or clause. 

1. The Esquimaux live in huts made of snow. 

2. He is happy nowhere except in the city. 

3. The wind had ceased before the rain began to fall. 

(Some authors call before a conjunctive adverb in 
this sentence.) 

8. When a preposition has no object, it becomes 
either an adverb or an adjective ; as — 

1. The days are passing by. (Adverb.) 

2. The sentence above is correct. (Adjective.) 

4. The preposition usually precedes its object. 

When the object is the relative that, it always precedes the 
preposition ; as, "This is the man that I spoke to." 

Frequently in interrogative sentences the preposition is 
placed at the end of the sentence; as, "What are we coming 
to ?" " Whom did he give it to ? " This form is much better 
than "To what are we coming ? " or " To whom did he give it? " 

We have many other examples of good English in which the 
preposition is placed at the end ; as, A house to live in ; A sub- 
ject to think about ; A practice which no one objected to. 



HOENSHEL'S ADVANCED GRAMMAR. 169 

From the preceding it will be seen that the statement fre- 
quently made, "A preposition should never be used at the end 
of a sentence," is not sanctioned by good English. 

5. Care must be taken to use appropriate preposi- 
tions. 

Between refers to two objects, and among refers to more 
than two objects. 

Observe the difference in meaning between in and into. 
" He walks into the house" means that he walks from the out- 
side into the inside. " He walks in the house " means that he 
is in the house, walking around. 

In some grammars a long list of words is given, arranged 
alphabetically, each word followed by a preposition supposed 
to be appropriate ; but as the same word may have more than 
one appropriate preposition, and as the selection of the proper 
one depends on the meaning intended to be conveyed, it seems 
to me that the only way to learn to use prepositions correctly 
is to observe good writers and speakers. 

6. Correct the errors in these sentences : 

1. The sultry evening was followed with a heavy frost. 

2. He fell from the bridge in the water. 

3. Our government is based in the rights of the people. 

4. He was accused with robbery. 

5. This work is different to that. 

6. There is a constant rivalry between these four rail- 

roads. 

7. Divide the apples among the two girls. 

8. He was eager of studying grammar. 

9. He was desirous for studying Latin. 

10. Battles are fought with other weapons besides pop- 

guns. 

11. The band was followed with a large crowd. 

12. Eaise your book (off, of, off of) the table. 

7. Fill each of these blanks with a proper preposi- 
tion : 

1. He poured the water the barrel. 

2. We saw you the concert. 



170 HOENSHEL'S ADVANCED GRAMMAR. 

3. The prisoner is accused stealing a horse. 

4. You may rely what I say. 

5. The forests abound ■ wild animals. 

6. There is much need preparation. 

7. The man died consumption. (Use of between 

the verb die and the name of the disease.) 

8. The soil is adapted corn. 

9. The merchant is in want money. 

10. He stays school late. 



LESSON LXIII. 
CONJUNCTIONS AND INTERJECTIONS. 

1. A Conjunction is sometimes used simply as an 
introductory word. 

In " He went out as captain," as is not a connective. Some- 
times a conjunction is introductory to an entire sentence, but 
in such cases a preceding clause is often understood. 

Some conjunctions are composed of two or more words ; as, 
as if, as well as, in order that, etc. 

2. According to their use, conjunctions are divided 
into two classes : Co-ordinate and Subordinate. 

3. A Coordinate conjunction is one that connects 
elements of equal rank. 

4. A Subordinate Conjunction is one that connects 

elements of unequal rank. 

A subordinate conjunction is always found in a complex sen- 
tence, and joins the dependent clause to the independent clause. 

5. According to the meaning of the dependent 
clause, subordinate conjunctions are divided into those 

of— 

1. Time; as, as, while, until, since, etc. 

2. Reason or Cause; as, because, for, since, as, inas- 

much as, etc. 



. HOENSHEL- S ADVANCED GRAMMAR. 171 

3. Condition or Supposition; as, if, provided, unless, 

except, notwithstanding 1 , whether, etc. 

4. End or Purpose ; as, that, in order that, lest. 

5. Concession; as, though, although. 

6. Comparison; as, than. 

6. Write a sentence containing — 

1. A coordinate conjunction. 

2. A subordinate conjunction of time. 

3. A subordinate conjunction of purpose. 

4. A subordinate conjunction of concession. 

7. Interjections have no grammatical construction. 

Words from almost any other part of speech may become 
interjections; as, My stars! What! Well! 

O is generally used before words of address, and oh before 
words expressing emotion ; as — 

1. Great and manifold are thy works, O Lord ! 

2. Oh ! how can I go ! 

8. Interjections are generally followed by the excla- 
mation point. If the interjection does not express 
strong feeling, or if the feeling continues through the 
whole expression, a comma is usually placed after the 
interjection, and the exclamation point is placed at 
the end. 

The exclamation point should not be used after O. 

9. Analyze these sentences. Parse the adverbs and 
conjunctions : 

1. The fact' that he is an American needs no proof. 

2. You cannot tell where he has gone. 

3. She did not go to school until she was ten years old. 

4. This is the time when snow falls. 

5. The bells rang and the whistles blew. 

6. Love is sunshine, but hate is shadow. 

7. Be wiser to-day thamyesterday. 

8. Childhood shows the man, as morning shows the day. 



172 HOENSHEL' S ADVANCED GRAMMAR. 



He is both wise and virtuous, 
wise 



He | is 



Both and should be taken together and parsed as a strength- 
ened conjunction. 

10. Diagram the sentences in paragraph 'J. 



LESSON LXIV. 

ANALYSIS AND PARSING. 

Analyze these sentences, and parse the pronouns and 
verbs : 

1. I dreamed that Greece might still be free. 

2. Write it on your heart, that every day is the best 

day in the year. 

3. That people are good in the main, is a true statement. 

4. Time misspent is not lived, but lost. 

5. For a time the Puritans kept unbroken the plan of a 

religious State. 

6. Good conversation is the most delightful method of 

gaining knowledge. 

7. Life is a mission to go into every corner and recon- 

quer this unhappy world for God. 

8. Men with no prejudice and a great brain are the 

men to govern the world. 

9. A man is shorter when he is walking than when at 

rest. 
Kemember that when the comparative degree is followed by 
than, the positive degree of the same word is either expressed 
or understood. 



HOENSHEL'S ADVANCED GRAMMAR. 173 

10. If coal and the useful metals are found in any region, 

manufacturing interests will sooner or later be de- 
veloped. 

11. There are some schools whose course of study pro- 

vides for but little study of English. 

12. When faith is lost, when honor dies, the man is dead. 

13. Eecollect that trifles make perfection, and thar? per- 

fection is no trifle. 

14. There is a tide in the affairs of men, which, taken at 

the flood, leads on to fortune. 

15. I slept, and dreamed that life was Beauty ; 
I woke, and found that life was Duty. 

16. He who has a thousand friends hath not a friend to 

spare, 
And he who has one enemy shall meet him every- 
where. 

17. Happy is the nation that has no history. 

18. To live in hearts we leave behind is not to die. 

19. The truly wise man will so speak that no one will 

observe how he speaks. 
• 20. I supposed him to be her. 
21. Try to care for what is best in thought and action. 



LESSON LXV. 
DIAGRAMMING. 

Diagram the sentences in lesson 64, and parse the 
infinitives and participles. 



LESSON LXVI. 
REVIEW. 

Correct where necessary, and give reasons : 

1. In his pocket are a knife and a top. 

2. My ! don't that deer know how to run ! 



174 BOENSHEL' S ADVANCED GRAMMAR. 

3. Two weeks' vacation are too much. 

4. There is a man and a woman on the bridge. 

5. These kind of people will never succeed. 

6. Have you any new children's shoes ? 

7. This child is real sick. 

8. Who will you vote for ? 

• 9. Him from my childhood I have known. 

10. Whom do you think was with me ? 

11. A speech should be judged by its argument. 

12. Many a captain, with all the crew, have been lost 

at sea. 

13. There appear to be many others interested. 

14. I intended to have gone yesterday. . 

15. This is in accordance to my plans. 

16. Milton is more sublime than any of the poets. 

17. This opinion never has and never can prevail. 

18. It not only has beauty, but utility. 

19. We saw a man digging a well with a Roman nose. 

20. He seems to have the universal esteem of all men. 

21. How can we tell whom to trust ? 

22. There is plenty of molasses in the jag. 

23. Neither the army or navy was represented. 

24. Two of the boys have swam ashore. 

25. Hadn't we ought to go ? 

26. The farmer went to his neighbor and told him that 

his cattle were in his field. (Use direct quotation.) 

27. Has the second bell rang? 

28. He owned an old and new house. 

29. The old and the new governor are sitting in the car- 

riage side by side. 

30. Either he or I am right. 

31. When will we three meet again ? 

32. The Nile is the longest of any river in Africa. 



HOENSHML' 8 ADVANCED GRAMMAR. 175 

LESSON LXVII. 
PUNCTUATION. 

1. Notice the punctuation of these sentences: 

1. "Washington, who was born in Virginia, was our first 

President. 

2. He was looking out of the window and, therefore, 

did not see me entering the room. 

3. " I will come," she said, " if I have time." 

In the first sentence the clause, who was born in Virginia, 
is parenthetical ; that is, it can be omitted without spoiling the 
sense. The same is true of therefore, in the second sentence, 
and of she said, in the third sentence. 

2. Parenthetical expressions are separated from the 
rest of the sentence by commas. 

3. Notice the punctuation of these sentences : 

1. We shall begin our work next week. 

2. Next week, we shall begin our work. 

3. We, next week, shall begin our work. 

An adverb phrase is out of its natural order when it begins a 
sentence, or when it stands between a verb and its subject. 

4. When a phrase is out of its natural order, it is 
usually separated from the rest of the sentence by 
commas. 

5. Punctuate the following sentences : 

1. My brave men the general said charge for the guns. 

2. London the largest city in the world is in England. 

3. Paris which is situated on the Seine is the capital of 

France. 

4. "With merry hearts we wandered through the beau- 

tiful meadows. 

5. Maize which is another name for Indian corn grows 

in America. 



176 HOENSHEL'S ADVANCED GRAMMAR. 

6. The minstrel sang a song played a tune and danced 

a jig. 

7. No no no you cannot go. 

8. A youth a boy or a mere child could answer that 

question. 

9. By industry and perseverance we obtain knowledge. 
10. My friend will you give me a dollar ? 

6. Notice the punctuation of these sentences : 

1. My uncle Joseph is a sailor. 

2. Joseph, my uncle, is a sailor. 

7. Appositives, unless short and used as part of the 
name, are separated from the rest of the sentence by 

commas. 

8. Punctuate these sentences : 

1. Superintendent Saylor has charge of the schools of 

Lincoln. 

2. Saylor the superintendent has charge of the schools 

of Lincoln. 

3. Chancellor Snow lives in Lawrence. 

4. Tennyson the poet wrote " In Memoriam." 

5. Bryant the American poet wrote "Thanatopsis." 

9. Write and punctuate a sentence containing — 

1. A series of nouns. 

2. A series of adjectives. 

3. A series of adverbs. 

4. A series of verbs. 

5. A parenthetical word. 

6. A parenthetical clause. 

7. A phrase out of its natural order. 

8. A quotation divided into two parts. 

9. An appositive that should be separated from the rest 

of the sentence. 
10. An appositive that should not be separated from the 
4 rest of the sentence. 



IIOENSHEL' S ADVANCED GRAMMAR. 177 

10. Give two different meanings to this sentence by- 
punctuating differently : 

Mary Helen and Julia have gone. 



LESSON LXVIII. 
ESSAY. 

1. Write in your own words the meaning of this 
proverb : 

Calamity is the touchstone of a brave mind. 

2. Use the proverb as the subject of an essay. De- 
scribe its meaning fully, and illustrate by a story. 



EIGHTH GRADE. 



To the Teacher : In order to present a complete classification of the parts of 
speech, some definitions given in previous grades are repeated here. 



LESSON I. 
SENTENCES AND PHRASES. 

i. A Sentence is a thought expressed by words. 

2. A Proposition is a subject combined with its 
predicate. 

3. A Clause is a proposition used as part of a sen- 
tence. 

4. An Independent Clause is one not dependent on 
any word, and contains the principal proposition. 

5. A Dependent Clause is one that modifies some 
word or words in the independent clause, and contains 
the subordinate proposition. 

6. According to use, sentences are divided into De- 
clarative, Interrogative, Imperative, and Exclamatory. 

7. A Declarative Sentence is one used in making a 
statement. 

8. An Interrogative Sentence is one used in asking a 

question. 

(178) 



HOENSHELS ADVANCED GRAMMAR. 179 

9. An Imperative Sentence is one used in making a 
command or request. 

10. An Exclamatory Sentence is one used in an ex- 
clamation, or in expressing strong feeling or emotion. 

11. According to their form, sentences are divided 
into Simple, Complex, and Compound. 

12. A Simple Sentence contains but one proposition. 

13. A Complex Sentence is one containing an inde- 
pendent clause and one or more dependent clauses. 

14. A Compound Sentence is one containing two or 
more independent clauses. 

15. The Subject of a sentence represents that of 
which something is said. 

16. The Predicate of a sentence tells what is said of 
the subject. 

17. The Object of a sentence completes the predi- 
cate, and names that which receives the act. 

18. A Compound Subject is two or more subjects for 
the same predicate. 

19. A Compound Predicate is two or more predicates 
for the same subject. 

20. The Complete Subject or Predicate is the subject 

or predicate with all its modifying words. 

By some authors the complete subject is called the Complex 
Subject, by others it is called the General Subject, and by still 
others it is called the Logical Subject. In the same manner 
we have the Complex, the General, and the Logical Predicate. 



180 HOENSHEL'S ADVANCED GRAMMAR. 

21. A Phrase is a group of words properly put to- 
gether, but not having a subject and predicate. 

22. With respect to form, phrases are Prepositional. 
Infinitive, and Participial. 

23. A Prepositional Phrase is one whose first word is 
a preposition. 

24. An Infinitive Phrase is one introduced by an 
infinitive. 

25. A Participial Phrase is one whose first word is a 
participle. 

26. With respect to form, phrases are also divided 
into Simple, Complex, and Compound. 

27. A Simple Phrase is a single phrase. 

A simple phrase may have one of its principal elements com- 
pound ; as, " To Boston and New York ; " " Into and out of the 
house ; " "By reading books and magazines." 

28. A Complex Phrase is one having one of its parts 
modified by another phrase; as, ''On the Mount of 
Transfiguration ; " " Reading a book of poems.'' 

29. A Compound Phrase is two or more phrases con- 
nected ; as, " Going in and looking out;" "To Boston 
and to New York." 

80. Phrases are also Separable and Inseparable. 

31. A Separable Phrase is one whose parts, or words, 
can be parsed separately. 



HOENSHEL'S ADVANCED GRAMMAR. 181 

32. An Inseparable Phrase is one whose words can- 
not be parsed separately; as, "at once," "at all," 
" in vain." 

Once is not the object of at, but the two words should be 
parsed together. 

Infinitives are inseparable phrases. 

83. With respect to use, phrases are Adjective, Ad- 
verb, and Noun. 

34. An Adjective Phrase is one used as an adjective. 

35. An Adverb Phrase is one used as an adverb. 
. 36. A Noun Phrase is one used as a noun. 



LESSON II. 



1. Write one sentence of each of the seven kinds 
defined in the preceding lesson. 

2. Write one sentence for each of the eleven kinds 
of phrases defined' in the preceding lesson. 



LESSON III. 
VARIETIES OF COMPOUND SENTENCES AS TO FORM. 

1. The clauses of a compound sentence are some- 
times called Members. 

2. The clauses of a compound sentence may be of 
different classes,, according to their form. If the sen- 



182 HOENSHEL'S ADVANCED GRAMMAR. 

tence has but two clauses, the following varieties may 
be found : 

1. Both clauses simple: America was discovered by the 

Northmen, but they made no permanent settle- 
ment. 

2. One clause simple, the other complex: America was 

discovered by the Northmen, but they made no 
settlements that w r ere permanent. 

3. One clause simple, the other compound : America 

was discovered by the Northmen, but they made 
no permanent settlement, nor did they conquer 
the Indians. 

4. One clause complex, the other compound: America 

was discovered by people who came from the 
northern part of Europe, but they made no per- 
manent settlements, nor did they conquer the 
Indians. 

5. Both clauses complex: The Northmen discovered 

<he country that is now called America, but they 
made no settlements that were permanent. 

6. Both clauses compound : In the tenth century Amer- 

ica was discovered by the Northmen, and many of 
these bold navigators crossed the Atlantic ; but 
soon all accounts of the discovery were forgotten, 
and America was again unknown to Europeans. 
If the compound sentence has more than two members, many 
more varieties may be found. 

Some may think there is no difference between a compound 
sentence composed of four simple members, and a compound 
sentence composed of two compound members. In the sixth 
sentence, the first two propositions are connected by and, and 
the second two are connected by and, but the two compound 
members are connected by but. In other words, each two of 
the propositions are connected copulatively, but the two mem- 
bers are connected adversatively (and is a copulative conjunc- 
tion, but is an adversative conjunction). 

In "The bells rang, the whistles blew, the dogs barked, and 
the people shouted," there are four simple members; but in 
"The bells rang and the whistles blew, but the dogs did not 



HOENSHEL' 8 ADVANCED GRAMMAR. 



183 



bark and the people were silent," the four propositions make 
but two members. 

The study and analysis of such sentences will do much to 
give pupils clear ideas of the use and force of different con- 
junctions. 

3. Write two compound sentences of each of the six 
varieties mentioned. 

4. Notice this diagram : 



bells | 


rang 


|The 1 
whistles | ; 


i P 
: S3 
• ^ 

j blew 


the | 
dogs | j 


; did bark 


the j 
people | ; 


• & 

j were — silent. 



The propositions composing a member should be placed 
nearer to each other than the two members. 



5. Diagram the six sentences given in paragraph 2. 



184 HO EN SHE L' 8 ADVANCED GRAMMAR. 

LESSON IV. 
VARIETIES OF COMPLEX SENTENCES AS TO FORM. 

1. The clauses of a complex sentence may be of dif- 
ferent classes, according to their form. If the sen- 
tence has but two clauses, the following varieties may- 
found : 

1. Both clauses simple: Rhode Island was settled by 

Roger Williams, who had been expelled from 
Massachusetts. 

2. One clause simple, the other complex: Milton did 

not educate his daughters in the languages, be- 
cause he believed that one tongue is enough for a 
woman. 

3. One clause simple, the other compound : When thy 

wealth has taken wings, and when thy companions 
have deserted thee, the true friend will still remain 
faithful. 

4. One clause complex, the other compound: When 

thy wealth has taken wings, and thy companions 
have deserted thee, the friend that is true will 
still remain faithful. 

o. Both clauses complex: When Lot had selected the 
valley through which the Jordan flows, Abraham 
dwelt on the hills that lie west of the river. 

6. Both clauses compound: Christ came and the new- 
era began when Greece had lost her greatness and 
the seeds of decay had been planted in the Roman 
Empire. 
A careful study of these sentences will make plain the office 
of each proposition and clause. 

2. Write two complex sentences of each of the six 
varieties mentioned. 



HOENSHEL' S ADVANCED GRAMMAR. 



185 



3. Notice these diagrams : 

1. (Thfe third sentence in paragraph 1.) 
friend I will remain — faithful 



The 



still 



wealth | has taken 




rings. 


thy J when 


! h 


3 
companions | have 


j deserted 


I thy 








when 



thee 



2. (The sixth sentence in paragraph 1. 
Christ | came 



began 



the new 



Greece | had lust 



when !i j greatness 
-J ' II § I her 



seeds \ had been planted 



decay 



| Roman Empire. 

[the 

When might be supplied as a modifier of had been planted, 
but it is not necessary. The dependent clause modifies both 
began and came, and the dotted line might extend to came, 
also. 

4. Diagram the first, the second, the fourth, and the 
fifth sentence in paragraph 1. 



186 HOENSHEL' 8 ADVANCED GRAMMAR. 

LESSON V. 

VARIETIES OF DEPENDENT CLAUSES. 

I. According to the use of the dependent clause (or 
clauses), there are many varieties of complex sen- 
tences. The dependent clause may be — 

1. An adjective clause. 

2. An adverb clause of time. 

3. An adverb clause of place. 

4. An adverb clause of degree; as, " He writes as well 

as he reads." 

5. An adverb clause of manner; as, "He speaks as he 

thinks." 

6. An adverb clause of concession. 

7. An adverb clause of purpose; as, " We eat that we 

may live." 

8. An adverb clause of cause. 

9. An adverb clause of condition. 

10. An adverb clause of specification ; as. " We are anx- 

ious that he may succeed." 

11. A noun clause used as subject. 

12. A noun clause used as attribute complement. 

13. A noun clause used as object. 

14. A noun clause used as object of a preposition ; as, 

" The prisoner has no idea of why he was arrested." 

15. A noun clause in apposition with the subject. 

16. A noun clause in apposition with the object ; as, " The 

young man obeyed the commandment, ' Honor thy 
father and thy mother.' " 

17. A noun clause in apposition with the attribute com- 

plement ; as, "His answer was the question, 'Be- 

lievest thou the prophets?' " 
In the tenth example, many authors would supply "for this 
thing" after the word anxious, and make the clause in apposi- 
tion with thing, but it is better to consider the clause an adverb 
modifying the word anxious, Other clauses of specification 



EOENSHEL' S ADVANCED GRAMMAR. 187 

are found in these sentences : " We are not certain that an open 
sea surrounds the north pole ;" "The invalid is confident that 
he will recover." 

It will be noticed that all these clauses of specification 
modify adjectives. 

There are also adverb phrases of specification. In "He en- 
deavors to succeed," to succeed is an adverb phrase of specifi- 
cation, modifying endeavors. ( Endeavors is intransitive.) 

2. Write one complex sentence of each of the seven- 
teen varieties just mentioned. 



LESSON VI. 
NOUNS - CLASSIFICATION AND PROPERTIES. 

1. A noun is the name of anything. 

2. Nouns are divided into Proper Nouns and Com- 
mon Nouns. 

3. A Proper Noun is the name of a particular per- 
son, place, or thing. 

Proper nouns are not subdivided. 

4. A Common Noun is a general name, and can be 
applied to any one of a class. 

5. Common nouns are divided into Collective, Ab- 
stract, and Class Nouns. 

6. A Collective Noun is a name applied to a group 
of objects. 

7. An Abstract Noun is the name of a quality, not 
of a substance. 



188 HOBNSHELS ADVANCED GRAMMAR. 

8. A Class Noun is one that can be applied to each 
individual of a group; as, horse, man, city. Class 
nouns include all common nouns not collective or ab- 
stract. 

9. A Verbal Noun is one derived from a verb; as, 
reading, walking. 

Verbal nouns are sometimes called Participial Nouns. 

10. A Diminutive Noun is one derived from another 
noun, and expresses an object of the same kind, but 
smaller; as, leaflet, hillock. 

Proper nouns sometimes become common ; as. ' ; We have no 
Websters in Congress to-day." Here Websters is used to name 
a class, the orators. 

A common noun may be used to distinguish any object from 
others of the same class ; as, " Highwayman, do not take my 
money." Highwayman is a proper noun in this sentence. 

The classification is complete without, the terms verbal and 
diminutive. Verbal nouns may be classed as abstract, and 
diminutive as class nouns. 

11. The modifications of nouns and pronouns are 
Gender, Person, Number, and Case. 

12. Gender is a distinction of nouns and pronouns 
in regard to sex. 

13. The Masculine Gender denotes the names of 
males. 

14. The Feminine Gender denotes the names of 
females. 

15. The Common Gender denotes the names of either 
males or females, or both. 



HOENSHEL' S ADVANCED GRAMMAR. 189 

16. The Neuter Gender denotes the names of neither 
males nor females. 

17. When a noun, usually masculine or feminine, 
refers particularly to a word and not. to a person, it is 
of the neuter gender ; as — 

1. Man is masculine, because it denotes males. 

2. Her name is Lizzie. 

Man is neuter, because it refers to the word man and not to 
ti person. Lizzie is neuter, because it refers to the name and 
iaot to the person. 

18. Person is that modification of nouns and pro- 
nouns which denotes the speaker, the person spoken 
to, or the person spoken of. 

19. The First Person denotes the speaker. 

20. The Second Person denotes the person spoken to. 

21. The Third Person denotes the person spoken of. 



LESSON VII. 
NOUNS — NUMBER. 



1. Number is that modification of a noun or pronoun 
toy which it denotes one or more than one. 

2. The Singular Number denotes but one. 

3. The Plural Number denotes more than one. 



190 



II0EN8HEL 'S AD VANCE D OR A MM A E. 



4. Nouns taken from f 
change generally retain thei 



oreign languages without 
r original plurals. 



Singular. 


Plural. 


Singular. 


Plural. 


alumna, 


alumnae ; 


focus, 


foci ; 


formula. 


formulae ; 


radius, 


radii ; 


nebula, 


nebula? ; 


stimulus, 


stimuli ; 


vertebra, 


vertebra? ; 


terminus, 


termini ; 


automaton, 


automata; 


amanuensis, 


amanuenses 


curriculum, 


curricula ; 


analysis, 


analyses; 


datum, 


data ; 


axis, 


axes ; 


erratum, 


errata ; 


basis, 


bases ; 


genus, 


genera ; 


crisis, 


crises ; 


gymnasium, 


gymnasia ; 


ellipsis, 


ellipses ; 


phenomenon, 


phenomena ; 


hypothesis, 


hypotheses ; 


stratum, 


strata ; 


parenthesis, 


parentheses 


alumnus, 


alumni ; 


thesis, 


theses. 



5. Some nouns from foreign languages have both an 
English and a foreign plural. 



Singular. 


English Plural. 


Foreign Plural. 


beau, 


beaus, 


beaux ; 


cherub, 


cherubs, 


cherubim : 


formula, 


formulas, 


formula? ; 


focus, 


focuses, 


foci; 


gymnasium, 


gymnasiums, 


gymnasia ; 


memorandum, 


memorandums, 


memoranda 


medium, 


mediums, 


media ; 


radius, 


radiuses, 


radii ; 


spectrum. 


spectrums, 


spectra ; 


vortex, 


vortexes, 


vortices ; 



and some others. 

6. Compounds of man form the plural by changing 
man to men; as, Englishman, Englishmen. 

The nouns, German, Musselman, talisman, and Turkoman, 
not being compounds of the noun man, form the plural by add- 
ing s. 



H0BN8HEL' 8 ADVANCED GRAMMAR. 191 

7. Compound words and combined words used as 
nouns pluralize the base or principal word of the ex- 
pression . 

Son-in-law — sons-in-law. 

Duke of Wellington — dukes of Wellington. 

King of England — kings of England. 
Such nouns as the preceding add the sign of possession to 
the last word ; as, " son-in-law's house," " Duke of Wellington's 
career," " somebody else's book." 

8. Compounds' ending in ful form the plural by 
adding s ; as — 

Cupful, cupfuls ; spoonful, spoonfuls. 
What is the difference between " three cupfuls of vinegar " 
and " three cups full of vinegar"? 

9. When a noun, plural in form, refers to some word 
and not to objects, it is in the singular number; as — 

1. Books is a common noun. 

2. Boys is plural. 

Books and boys are both singular, because each refers to a 
single word. 

10. Some nouns, though always plural in form, are 
either singular or plural according to the meaning 
intended to be conveyed. Such are odds, means, 
amends, wages, and some others. 

11. In forming the plural of proper names with a 
title, some authors pluralize the title; as, the Misses 
Brown. Others pluralize the name ; as, the Miss 
Browns. 

The latter method seems the better, but if the title belongs 
to each of two names, it should take the s in forming the plural ; 
as, Drs. Scott & Smith. 



102 • HOENSHEL' S ADVANCED GRAMMAR. 

12. Parse the words in black letter in these sentences : 

1. How do you parse the word boysP 

2. She is a personal pronoun. 

3. His title is Duke of Marlborough. 

4. God is an everlasting now. 

5. This essay contains the usual number of buts and 

ands. 



LESSON VIII, 
CASE. 



1. Case is that modification of nouns and pronouns 
which shows their relation to other words. 

2. The Nominative Case is the use of a noun or pro- 
noun — 

1. As the subject of a proposition. 

2. In predicate with an intransitive verb. 

3. In predicate with a transitive verb in the passive 

voice. 

4. Independently. 

3. The Objective Case is the use of a noun or pro- 
noun — 

1. As the object of a verb or preposition. 

2. Denoting weight, measure, value, distance, time, 

etc. ( in the objective case without a governing 
word ). 

3. As the subject of an infinitive. 

4. As the objective attribute. 

-1. The Possessive Case is the use of a noun or pro- 
noun to denote the possessor, or owner. 



HOENSHEL'S ADVANCED GRAMMAR. 193 

5. A noun used independently is in the nominative — 

1. By direct address ; as, " John, come here." 

2. By pleonasm; as, " McKinley, he is President." 

3. By exclamation ; as, "What a pleasure ! " 

4. By subscription (as when signed to a letter or other 

written production). 

5. Absolute ; as, " The snow melting, the river rose." 
In order to be in the nominative absolute, the noun or pro- 
noun mast be placed before a- participle and must be independ- 
ent of the remainder of the sentence. 

6. A noun or pronoun in any case may have another 

noun or pronoun in apposition with it. 

A pronoun is seldom, if ever, in the possessive case by appo- 
sition. 

7. Intransitive verbs and their participles, and tran- 
sitive verbs in the passive voice, have the same case 
after them as before them when both words refer to 
the same person or thing. (This rule will explain 
predicate nominative and objective attribute.) 

1. Pocahontas was married to an Englishman named 

John Bolfe. 
John Rolfe is in the objective case, to agree with English- 
man. 

2. I want him to be governor. 

Governor is in the objective case, to agree with him, the 
objective subject of to be. "' k 

3. To be right is better than to be President ( is good ). 
President is in the objective case, to agree with one or^ per- 
son understood, the objective subject of to be. . 

There is a curious exception to the rule just given. A parti- 
ciple with the construction of a noun may have the possessive 
case before it and the nominative case after it ; as, " His being 
a scholar secured the situation." Scholar is in the nominative 
case although it and his refer to the same person. "Its being 

— 13 



194 HOENSHEL'S ADVANCED GRAMMAR. 

he should make no difference" He is in the nominative case 
after the intransitive participle being, while its is in the pos- 
sessive case before the participle. 

8. Appositive and predicate nouns need not agree 
with the principal term in gender, person, or number; 

as — 

1. I am he. 

2. He was eyes to the blind. 

3. The Greeks, a synonym for brave men, gained a great 

victory over the Persians. 

9. A noun may be in apposition with a phrase or 
clause, and a phrase or clause may be in apposition 
with a noun. 

1. Her aiding me, a kindness I can never forget, was 

the cause of my success. 

2. She aided me in procuring a situation, a kindness I 

can never forget. 

3. This task, to teach the young, has its pleasures. 

In the second sentence, kindness is in the nominative in 
apposition with the preceding clause, although the clause is 
not a noun clause. 

10. Each of these sentences contains a noun or pro- 
noun in the nominative, used independently. Pick out 
each one, and decide whether it is nominative by direct 
address, pleonasm, exclamation, subscription, or in the 
nominative absolute: 

1. The Pilgrim Fathers, where are they ? 

2. Great and manifold are thy works, O Lord ! 

3. Mr. President: I rise to ask a question. 

4. None but the brave deserve the fair. — Dryden. 

5. The Lord of the universe, He will hear their com- 

plaints. 

6. What joy, what happiness ! 

7. The meeting having adjourned, the hall was soon 

deserted. 



HOENSBEL'S ADVANCED GRAMMAR. 195 

LESSON IX. 
REVIEW. 

Write a sentence having — 

1. A noun in apposition with a phrase. 

2. A noun in apposition with a clause. 

3. A phrase in apposition with a noun. 

4. A clause in apposition with a noun. 

5. A pronoun, objective after an intransitive verb. 

6. A noun, nominative by direct address. 

7. A noun, nominative by exclamation. 

8. A noun, nominative by pleonasm. 

9. A noun, nominative by subscription. 

10. A noun, nominative absolute. 

11. A pronoun, nominative absolute. 

12. A noun, nominative after a passive verb. 

13. A noun, objective by apposition. 

14. A noun, possessive by apposition. 



LESSON X. 
CASE — Continued. 

1. In forming the possessive, the additional s is 
sometimes omitted when its use would cause several 
successive sounds of s; as, for conscience' sake. 

This omission of the s is not so common now as it was twenty 
years ago. 

2. It should be remembered that when two apposi- 
tives are in the possessive case, only one will take the 

sign. 

1. This is Arnold's grave, the traitor. Better, " This is 

the grave of Arnold, the traitor." 

2. Here rests his head upon the lap of earth, a youth to 

fortune and to fame unknown. (Youth is in the 
possessive case, in apposition with his.) 



196 HOENSHEVS ADVANCED GRAMMAR. 

8. A noun or pronoun placed before a participle with 
the construction of a noun should be in the possessive 
case ; as — 

1. I am opposed to the gentleman's speaking again. 

2. His being a good penman secured the position. 

3. What do you think of my going to Europe ? 

Do these two sentences have the same meaning? "I am 
surprised at you studying Latin." "I am surprised at your 
studying Latin." May both be correct ? 

4. Each of the following sentences has one or two 
4Jouns in the objective case without a governing word : 

1. He waited an hour. 

2. The sun shines night and day. 

3. Four times every year he visits his old home. 

4. Corn has grown ten inches this month. 

5. Good horses are worth one hundred dollars a head. 
(Worth is an adjective, modifying horses. A may be a 

preposition, with head for its object, but most authors call a 
an adjective and parse head in the objective case without a 
governing word.) 

6. Some land will produce eighty bushels of corn an 

acre. 

7. Adams and Jefferson both died July 4, 1826. 

5. Some verbs seem to take two objects meaning the 
same person or thing; as — 

1. They made him king. 

2. They chose him captain. 

3. The people elected Harrison president. 

4. The Dutch named the settlement New Amsterdam. 
In these sentences to be may be supplied before the last 

object, making the first object the subject of the infinitive and 
the second object the objective attribute; thus, "They made 
him to be king." Him to be king is the object of made, him 
is the objective subject of to be, and king is in the objective 
case to agree with him. 



HOENSHEL'S ADVANCED GRAMMAR. 197 

6! When verbs of making, choosing, creating, elect- 
ing, etc., take two objects, the one showing the result 
of the action is often called the Factitive Object 
(fac = make). 

In the sentences given in paragraph 5, king, captain, presi- 
dent, and. New Amsterdam are factitive objects. 

Sometimes the factitive object may be an adjective ; as, 
" The medicine made the child sick." Here sick modifies child, 
but it is called the factitive object by some. It seems to me, 
however, that neither child nor sick is the object of made, but 
that the real object is child (to be) sick. 

7. Some verbs seem to take two objects, one denot- 
ing a person and the other denoting a thing; as — 

1. Aristotle taught Alexander philosophy. 

2. The queen asked Ahasuerus a question. 

In the first sentence, most grammarians call philosophy the 
object of the verb, and say that Alexander is the object of a 
preposition understood. In the second sentence, question is 
considered the object, and Ahasuerus is called the object of a 
preposition understood. 

The Latin and the Greek grammars give such verbs two ob- 
jects, and I see no reason why the same may not be done in 
English. As either philosophy or Alexander can be made the 
subject in the passive, it would seem that either can be consid- 
ered the object of the verb. "Alexander was taught philoso- 
phy." "Philosophy was taught to Alexander." If we call 
both philosophy and Alexander the objects in the active voice, 
when Alexander is made the subject philosophy can be parsed 
as the object of the passive verb. This is in harmony with the 
classic grammars, and is fully as logical and sensible as to say 
"Alexander was taught (as to) philosophy," or "Ahasuerus was 
asked (as to) a question." 

Another peculiar objective is found in such sentences as " He 
struck the rock a blow." Blow is undoubtedly in the objective 
case, and we cannot easily supply a preposition before it. Of 
course, blow is not the object of struck in the same sense that 
rock is, but there is something about struck that governs blow 
in the objective case. 



198 HOENSHEL'S ADVANCED GRAMMAR. 

8. When pronouns follow interjections, those of the 
first person are usually in the objective case; as, "Ah! 
wretched me ! " 

Such objectives are not the object of the interjection, but 
are in the objective merely as a matter of custom. 

Pronouns of the second or the third person following inter- 
jections are in the nominative case. 

9. Although the terms factitive object and ob- 
jective complement are used by some authors, they 
are not necessary. All constructions can be explained 
without these terms. 

In " He gave me a book," some authors call me the indirect 
object of gave, and others call it the dative object. These 
terms are also unnecessary. Me is the object of the preposi- 
tion to understood. 



HOEXSHEL'S ADVANCED GRAMMAR. 



199 



LESSON XI 



REVIEW. 



1. Study the following outline of the noun 

fabstract 
collective 
Lclass 
I common.. \ verbal 

diminutive 



Classes ) p 



r masculine 
feminine 





gender 


neuter 
common 

first 






person < 


second 




Properties . . < 


number . . ■ 


third 

singular 

plural 

nominative . .. 


■subject 
predicate 
apposition 
direct address 
exclamation 
pleonasm 
absolute 
'■subscription 




case ■ 


possessive . . . 


owner 
apposition 






object of a verb 






object of preposition 




.objective • 


apposition 
without gov. word 
sub. of infinitive 








objective attribute 



2. Write an essay on " The Noun," using the outline 
just given. 



200 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XII. 
REVIEW. 

1. In the following sentences the word senator is 
used in all the possible constructions of a noun : 

1. Nominative: 

a. Subject of the sentence: The senator is speaking. 

b. In the predicate: Mr. Plumb is senator. 

c. In apposition: Mr. Plumb, the senator, lives in 

Kansas. 

(1. Direct address : Senator, when will you return ? 

e. Exclamation : O noble Senator ! 

/. Pleonasm : The senator, what did he say ? 

g. Absolute: The senator having concluded his ad- 
dress, the meeting adjourned. 

h. By subscription (signed to a letter or other writ- 
ten production). 

2. Possessive: 

a. Owner: The senator's election is assured. 

b. Apposition : Mr. Plumb, the senator's, speech whs 

printed in all the great dailies. 

3. Objective: 

a. Object of a verb: The citizens honor the senator. 

b. Object of a preposition : I voted for the senator. 

c. Apposition : I saw Mr. Plumb, the senator. 

d. Without a governing word: A governor is worth 

a senator. 

e. Subject of infinitive : I want the senator to suc- 

ceed. 
/. Objective attribute : The people wished Mr. Plumb 
to be senator. 

2. Pronouns can be used in most of the preceding 
constructions. Write sentences, using pronouns in- 
stead of nouns. 

8. Write one sentence for each of the sixteen possi- 
ble constructions of the noun. 



HOENSHEL'S ADVANCED GRAMMAR. 201 



LESSON XIII. 

Diagram these sentences, and parse the words in 
black letter : 

1. Tenderly her blue eyes glistened, long time ago. 

In such sentences ago is usually parsed as an adjective modi- 
fying time (ago time = past time), but I believe that ago is an 
adverb modifying glistened, and the phrase long time modifies 
ago. Take this sentence: "It happened forty years ago." 
Now, if forty years modifies happened, and ago modifies 
years, the meaning is, "It happened for forty years." But 
the meaning is, "It happened ago (in the past) (to the extent 
of) forty years." 

2. Each in his narrow cell forever laid, the rude fore- 

fathers of the hamlet sleep. 

3. Spring coming, the general began the campaign. 

4. Ye everlasting peaks ! I am with you once again. 

5. He looked a sachem in red blanket wrapt. 

6. Every why hath a wherefore. 

7. The boast of heraldry, the pomp of power, 

And all that beauty, all that wealth e'er gave, 
Await alike the inevitable hour: 
The paths of glory lead but to the grave. 

8. He was driven an exile from his native land. 

9. Who would be free, himself must strike the blow. 

10. Every sailor in the port 

Knows that I have ships at sea, 
Of the waves and winds the sport ; 
And the sailors pity me. 

11. Where one lives as a king, many live as peasants. 



many [ live = peasants. 

12. I wish it to be distinctly understood that I know 

nothing of his whereabouts. 

13. Whence and what art thou, execrable shape ? 



202 HOENSHEL'S ADVANCED GRAMMAR. 

14. Napoleon being banished, peace was restored to 
Europe. 

peace | was restored 



Napoleon 



o 

Europe. 



I being banished 

The nominative absolute is not connected with the remainder 
of the sentence. 

15. His character, viewing it in the most charitable 

manner, is full of blemishes. 
You or we is understood before viewing. 

16. He did it for Herodias's sake, his brother Philip's 

wife. 

17. This is Franklin's grave, the man who wrote " Poor 

Richard's Almanac." 

Diagram the last sentence as it stands, then improve 
the arrangement of the words and diagram. 



LESSON XIV. 
PRONOUNS. 

1. A Pronoun is a word used instead of a noun. 

2. The Antecedent of a pronoun is the word for 
which it stands. 

3. A Personal Pronoun is one that indicates its per- 
son by its form. 

4. A Compound Personal Pronoun is one that is 
formed by adding to some forms of the personal pro- 
nouns self for the singular and selves for the plural. 



HOENSHEL'S ADVANCED GRAMMAR. 203 

5. A Relative Pronoun is one that relates to some 
preceding word or words, and connects clauses. 

6. A Compound Relative Pronoun is one that is 
formed by adding ever or soever to the relatives 
who, which, and what. 

7. What, when a relative, is equivalent to the 
thing which, or the things which, and is called a 
Double Relative. 

8. An Interrogative Pronoun is one used in asking 

questions. 

Who, which, and what are usually named as the interroga- 
tive pronouns, but which (when used in asking a question) can 
always be treated as an adjective modifying a noun understood. 

9. An Adjective Pronoun is one that performs the 
offices of an adjective and a noun. 

10. Adjective Pronouns may be divided into Demon- 
strative Pronouns and Indefinite Pronouns. 

11. A Demonstrative Pronoun is one that points out 
in a definite manner the object to which it relates. 
They are this, that, these, those, the former, and 
the latter. 

12. An Indefinite Pronoun is one that points out in 
an indefinite manner the object to which it relates. 

All the adjective pronouns, except the demonstratives, are 
indefinites. Each, either, and neither are sometimes called 
Distributives. 

The words classed as adjective pronouns are such only when 
the word they. modify is not expressed. When they modify a 
word that is expressed, they are definitive adjectives. 



204 HOEXSHEL'S ADVANCED GRAMMAR. 

13. Sometimes a descriptive adjective is used as a 
noun; as — 

1. The good alone are great. 

2. The rich and the poor were present. 

In these sentences, good, rich, and poor should not. be parsed 
as adjective pronouns. They should be parsed as adjectives 
used as nouns, or the ellipsis should be supplied. Only defini- 
tive adjectives become adjective pronouns. 

14. A personal pronoun of the possessive form is 
often used without the name of the thing possessed ; 
as, "This is yours, that is mine." Here the things 
possessed by yours and mine are not mentioned. 
Such possessive forms are sometimes called Possessive 
Pronouns. 

If these words are called possessive pronouns, they should 
not be parsed as in the possessive case. In the above sentence 
yours and mine are both in the nominative case, used in the 
predicate. In " I have yours, you have mine," yours and mine 
are both in the objective case, object of have. A posscssirr. 
pronoun is never in the possessive case. 

If we supply the word that is understood (book, for exam- 
ple), the sentence becomes, "I have your book, you have my 
book." Now book is the object of the verbs, and your and my 
are personal pronouns in the possessive case. This method is 
used by many authors. It should be stated, however, that we 
cannot always supply an understood noun ; thus, in "A friend 
of mine," we cannot supply friends and say "A friend of my 
friends," because the meaning may be very different from the 
original. I prefer the term possessive pronoun, and I parse 
mine as the object of the preposition of. 

Sometimes a noun may perform the same office as these pos- 
sessive pronouns; as, "An uncle of John's." Here John's has 
the sign of possession, but is not in the possessive case, the idea 
of possession being indicated by the preposition of. John's is 
in the objective case, although it has the sign of possession. 
[It is but just to state that some grammarians consider thr« 



HOENSHEL'S ADVANCED GRAMMAR. 205 

above sentence incorrect, and change it to " an uncle of John " ; 
but the expression has the sanction of good authority, and is in 
our language to stay.] 

15. Parse the words in black letter : 

1. A friend of mine called to see me recently. 

2. This work is hard, but yours is still harder. 

3. Ours is a great country. 

4. A playmate of Henry's has been injured. 

5. He lost all his property, but she saved hers. 



LESSON XV. 

THE USE OF RELATIVES. 

1. A Restrictive Clause is one that restricts the 
.meaning of the word it modifies ; as — 

1. This is the horse that my friend bought. ( The rela- 

tive clause limits horse to one particular horse.) 

2. I have the book that you mentioned. 

3. The boy that was here yesterday is twelve years old. 

4. The boy, who was here yesterday, is twelve years 

old. (Not restrictive.) 

In the fourth sentence, the hearers are supposed to know 
what particular boy is meant. The speaker starts out to in- 
form them that the boy is twelve years old, but he gives the 
additional information (almost by way of parenthesis) that the 
boy was here yesterday. The hearers did not know he was here 
yesterday, so that the speaker gives information in both clauses. 
In such sentences, the relative clause is not restrictive. 

In the third sentence, the hearers are not supposed to know 
what particular boy the speaker has in mind ; several boys may 
have been mentioned previously. Therefore, the speaker in- 
forms them that the particular boy that was here yesterday is 
twelve years old. The relative clause does not give additional 
information ; the hearers knew he was here yesterday, but did 



206 HOENSHEL'S ADVANCED GRAMMAR. 

not know he is twelve years old. In such sentences the rela- 
tive clause is restrictive. 

Notice the punctuation of the third and the fourth sentence. 

2. That should be used instead of who or which 

in restrictive clauses. 

Many good writers and speakers do not follow this rule. 

3. Appositives, participial phrases, and relative 
clauses, when not restrictive, are usually set off by 
commas. 

4. Examine the relative clauses in these sentences, 
and select those that are restrictive: 

1. T recently heard one of the best orators that live in 

America. 

2. The diamond, which is pure charcoal, is a brilliant 

gem. 

3. The diamond that the countess wore cost fifty thou- 

sand dollars. 

4. My friend was a member of the fifty-third congress, 

which expired March 4, 1895. 

5. My friend was a member of the congress that ex- 

pired March 4, 1895. 

6. Listen to the song that nature sings. 

7. He was the drollest fellow that I ever saw. 

5. Select the correct pronoun in these sentences : 

1. He was the first (that, who) entered. 

2. This is the same story (that, which) we read before. 

3. It was not I (who, that) did it. ( When the subject 

is it, the predicate pronoun is generally followed 
by that.) 

4. Was it you or the wind (who, that) shut the door ? 

5. All (which, that) I have is thine. 

6. Yesterday I met an old friend, (that, whom) I failed 

to recognize. 

7. Yesterday I met an old friend (that, whom) T failed 

to recognize. 



HOENSHEL'S ADVANCED GRAMMAR. 207 

8. He sold his bay horse, (which, that) had been given 

to hirn. 

9. He sold the bay horse (which, that) had been given 

to him. 



LESSON XVI, 
RELATIVES — Continued. 

1 . As is used as a relative pronoun after such, 
many, and same. 

1. I love such as love me. ( We might say "who love 

me," but as sounds better than who.) 

2. Tears, such as angels weep, burst forth. — Milton. 

3. I shall not learn my duty from such as he. 

4. As many as were called responded. 

2. G-ive the construction of the relative as in each 
of the preceding sentences. 

3. But, when equivalent to that not, is sometimes 
used as a negative relative pronoun. 

1. Where breathes the foe but falls before us? 

2. There is not a man here but knows it. 

3. There is no wind but soweth seeds of a better life. 

4. The relative pronoun is frequently understood. 

1. All the wealth he had ran in his veins. 

2. Men will reap the things they sow. 

3. Let not harsh words mar the good we might do here. 

4. Take the goods the gods provide thee. 

5. The orator we heard is from Kentucky. 

5. The antecedent of a relative is sometimes under- 
stood. 

1. Who steals my purse steals trash. 

2. Whom the gods love die young. 

3. Let him be who he may. 



208 HOENSHEL'S ADVANCED GRAMMAR. 

6. Parse the relative pronouns found in the sentences 
under paragraphs 3, 4, and 5. 

7. In Grade Seven the compound relatives who- 
ever and whosoever were declined, giving the forms 
whosever, whosesoever, whomever, and whom- 
soever. 

Not all authors agree to this. Maxwell says, "Whosoever 
is the only compound relative declined." Harvey says, " Com- 
pound relatives are indeclinable." Notwithstanding the asser- 
tions of these eminent authors, I believe that the possessive 
and objective forms of whoever and whosoever are good Eng- 
lish. 

As a compound relative always performs two offices ( its own, 
and that of its unexpressed antecedent), some persons have 
difficulty in deciding whether to use the nominative or the 
objective form when one office is nominative and the other 
objective. Take this sentence: "We shall purchase from who- 
ever sells cheapest." Whoever is the object of from and the 
subject of sells. As all relative pronouns are found in subor- 
dinate clauses, it is the office of the compound relative in the 
subordinate clause that determines its form. In the above 
sentence whoever is the subject of the subordinate clause, and 
therefore should have the nominative form. The understood 
antecedent is the object of from in the principal clause. If 
we supply the antecedent, the compound whoever should be 
changed to the simple who; thus, "We shall buy from him 
who sells cheapest." * 

In the sentence, "Whomever you select will go," the subor- 
dinate clause is " Whomever you select," and whomever is the 
object of select; therefore, it has the objective form. The 
principal clause is, " He (or that one) will go." 

8. Fill these blanks with the proper form of the 
compound relative : 

1. Select you wish. 

2. Give it to wants it. 

3. lives long will find trouble. 

4. The prize is for wins it. 



HOENSHEL'S ADVANCED GRAMMAR. 209 

9. Observe that a relative pronoun is always in a de- 
pendent, adjective clause, and is always a connective. 
In the following sentences, who is not a relative, but 
an interrogative : 

1. I know who did it. 

2. Who is the legal speaker of the house has not yet 

been determined. 

3. It has not yet been decided who discovered America. 
There is an indirect question in each of the above sentences. 



LESSON XVII 

REVIEW. 



Write two sentences, each containing — 

1. A relative clause, restrictive. 

2. A relative clause, not restrictive. 

3. As as a relative pronoun. 

4. But as a relative pronoun. 

5. A relative pronoun understood. 

6. The antecedent of a relative understood. 

7. The nominative form of a compound relative. 

8. The objective form of a compound relative. 



14 



210 HOENSHEL'S ADVANCED GRAMMAR. 

LES'SON XVIII. 

REVIEW. 

1. In the following sentences the pronouns agree 
with their antecedents. Examine carefully : 

1. He is one of the best men that live in the city. 

2. Every boy and girl must depend on himself. ' 

3. All boys and girls must depend on themselves. 

In such sentences as "It is you that will succeed," some 
grammarians say that it is the antecedent of that, and others 
say that you is the antecedent. Change the sentence to "It is 
you that (is, are) in the wrong." If that agrees with it, the 
verb is is correct; but if that agrees with you, the verb are 
should be used. I believe that the relative clause is restrictive 
and limits it, telling which particular it is you. At the same 
time, I believe the majority of good writers and speakers would 
use are as the predicate of that in the given sentence. 

2. Select the correct sentence from each of these 

pairs : 

( It is I that am standing here. 
' | It is I that is standing here. 

j It is they that were responsible. 
' j It is they that was responsible. 

3. When it is used as the subject of an intransitive 
verb having a predicate nominative, it often seems to 
disagree with its antecedent in gender, person, or num- 
ber; as — 

1. It is I. 

2. It is he. 

3. It is they. 

4. It is Robert. 

In these sentences the antecedent is understood, and in each 
of them it refers to the antecedent as a thing, an object, but 



HOENSHEL'S ADVANCED GRAMMAR. 211 

the predicate nominatives refer to the same objects as persons, 
thus giving to the objects a different gender, person, or number. 
This might be illustrated as follows : Suppose we are looking 
down the street just at dark. We see an object approaching, 
and we wonder what it is. We say, " What is that ? " But as 
it comes nearer, our knowledge becomes more definite, and we 
say, "It is a man." As it comes still nearer, we discover that 
it is some one we know, and we say, "It is John." 

4. When a pronoun has more than one antecedent, 
and these antecedents differ in person, the pronoun 
takes the form of the second person in preference to 
that of the third, and the form of the first person in 
preference to that of either the second or the third; 

as — 

1. Laura and I have done our best. 

2. Did you and your mother enjoy your trip ? 

5. Fill these blanks with the proper personal pro- 
nouns : 

1. Neither of us is willing to give up claim. 

2. John and I have lessons. 

3. John and you have lessons. 

4. Each member of this class must have own book. 

5. Two or three of us have finished work. 

6. The mother, as well as the father, must do part. 

7. If you should find my horse or cow, please bring 

to me. 

8. He and I love parents. 

9. Poverty and wealth has each own temptations. 

10. Neither the judge nor the jurors were unprejudiced 

in - — opinion. 
When a pronoun has two antecedents taken separately, and 
these antecedents differ in number, the pronoun should agree 
with the nearer antecedent. 

11. Will either of you boys lend me knife? 

12. Each one of us has faults. (The pronoun will 

be in the third person.) 

13. Every one of you should bring own book. 

14. She laughs like one out of right mind. 



212 HOENSHEL'S ADVANCED GRAMMAR. 

6. Write a sentence containing a personal pronoun 
with two antecedents taken separately and differing in 
number. 

7. Write a sentence containing a personal pronoun 
with more than one antecedent, differing in person. 



LESSON XIX 

REVIEW. 



1. Correct where necessary : 

1. This is the friend which I love. 

'2. Thou art the man who has done the crime. 

3. Take that book to the library, which I left on the 

table. 

4. There was a bird caught by the fox, which was web- 

footed. 

5. The prisoner was sentenced by the judge, who com- 

mitted the crime. 

6. This is the vice that I hate. 

7. Jamestown was the first permanent settlement which 

was made in the United States by the English. 

2. Correct the case forms where necessary: 

1. Who will you select for secretary? 

2. Let (he, him) be (who, whom) he may. 

3. A gentleman entered who I afterwards learned was 

the governor of the state. 

4. A gentleman entered who I afterwards found out to 

be the governor of the state. 

5. Who shall I go to ? 

6. She who studies, the teacher will commend. 

7. Give the letter to Henry, (he, him) who is standing 

by the gate. 



HOENSHEL'S ADVANCED GRAMMAR. 213 

8. I refer to Newton, he who discovered the law of 

gravitation. 

9. You may guess who it was. 

10. You may guess whom they elected. 

11. Whom did you say was chosen ? 

12. Gentle reader, let you and I walk in the paths of 

virtue. 

13. I do not think such persons as he competent to judge. 

14. All, save I, were pleased. 

15. Tell me, in confidence, whom is she you love? 



LESSON XX 



1. Parse the nouns and pronouns in these sentences-: 

1. He granted my request, an act for which I greatly 

esteem him. 

2. He that formed the ear, shall He not hear? 

3. He waited an hour, staff in hand. 

He | Avaited 



staff 
I (being) 



hour 



hand. 



4. Next Anger rushed, his eyes on fire. 

5. Whosoever will, let him come. 

6. Whomsoever the governor selects shall receive the 

appointment. 

7. Give the prize to whomever you deem most worthy. 



214 



HOENSHEL'S A D VA NCED GRA MMAR. 



2. The following is an outline of the pronoun: 
personal 



Classes- 



adjective 

possessive 
Properties — Same as nouns. 



simple 
compound 



f simple 
relative \ double 

^compound 
interrogative 

( demonstrative 



) indefinite 



3. Write an essay on " The Pronoun," using the out- 
line just given. 



LESSON XXI. 

Diagram these sentences, and parse the words in 
black letter: 

1. The noblest soul is that which chooses the right, not 

for gain or glory, but because 'tis right. 

2. All prize most what they do not possess. 

3. Happy is the man who has mastered the most diffi- 

cult of life's problems, namely, the problem of 
living wisely and well. 

4. We teach much when we are not teaching at all: 

unconscious influence. 

5. Do and be, so nearly as in you lieth, what you would 

have your pupils do and be. 

6. Education is the debt the present owes to future 

generations. 

7. The comprehensive law of education is, "Exercise 

gives development." 

8. I would rather be right with the few than wrong with 

the many. 
Rather is an adverb, the comparative of an obsolete positive, 
rath, or rathe. 



HOENSHEL'S ADVANCED GRAMMAR. 215 

9. Friendship ! mysterious cement of the soul, sweet- 
ener of life, and solder of society. 

10. My mind to me a kingdom is. 

11. There is nothing great on earth but man; there is 

nothing great in man but mind. 

12. Aristotle tells us that a statue lies buried in a block 

of marble. 

13. I heard that that man that was expected has arrived. 

14. Ill fares the land, to hastening ills a prey, where 

wealth accumulates and men decay. 

15. Blessed is the man whose God is the Lord. 



LESSON XXII 



1. Correct where necessary, and analyze these sen- 
tences : 

1. Let not him boast that puts his armor on, but he 

that takes it off. 

2. O, no, my child, 'twas not in war, 

And him that kills a single man his neighbors all 
abhor. 

3. Let none touch it but they who are clean. 

4. He is the man who was thought to be you. 

5. He is the man who you were thought to be. 

6. His is the language of the heart. 

7. The time of prosperity will come, who doubts it? 

8. I can make it clear that I am innocent. 

9. Bring such books as will be needed. 

10. Whom do people say won first place in the contest ? 

2. Write two sentences in which as is a relative pro- 
noun. 

3. Write two sentences in which but is a relative 
pronoun. 



216 HOENSHEL'S ADVANCED GRAMMAR. 

4. Write two sentences in each of which a relative 
pronoun is understood. 

5. Write two sentences, each containing a restrictive 
relative clause. 



LESSON XXIII 

ADJECTIVES. 



1. An Adjective is a word used to modify a noun or 
pronoun. 

2. A Descriptive Adjective is one that describes a 
noun or pronoun by expressing some quality belonging 
to it. 

3. Descriptive adjectives are divided into Proper 
Adjectives and Common Adjectives. 

4. A Proper Adjective is one derived from a proper 
noun. 

5. A Common Adjective is a descriptive adjective 
not derived from a proper noun. 

6. A Definitive Adjective is one that does not ex- 
press a quality. 

7. Definitive adjectives are divided into Articles, 
Demonstratives, Distributives, Indefinites, Interroga- 
tives, and Numerals. 

8. The Articles are the definitives a, an, and the. 
The is the Definite Article, and a or an is the Indefinite 

Article. 



HOENSHEL'S ADVANCED GRAMMAR. 217 

9. A Demonstrative is one that points out in a defi- 
nite manner the noun that it modifies; as, this, that, 

these, those. 

10. A Distributive is one that refers separately and 
singly to each one of two or more; as, each, every, 
either, neither. 

11. An Indefinite is one that points out in an indefi- 
nite manner the noun that it modifies ; as, all, any, 
many, few. 

When the demonstratives, distributives, and indefinites 
modify nouns understood, they are Adjective Pronouns. 

12. An Interrogative Adjective is one used in asking 
a question; as, "What studies is he taking?" 

13. A Numeral Adjective is a definitive that ex- 
presses number definitely. 

1. A Cardinal is a numeral that denotes simply the 

number of objects. 

2. An Ordinal is a numeral that denotes the position 

of an object in a series. 

3. A Multiplicative is a numeral that denotes how many 

fold ; as, single, triple, four-fold. 

14. Comparison is a variation of descriptive adjec- 
tives to express the quality in different degrees. 

15. There are three Degrees of Comparison : the Pos- 
itive, the Comparative, and the Superlative. 

16. The Positive Degree expresses the simple quality. 

17. The Comparative Degree expresses the quality in 
a higher or lower degree. 



218 



HOENSHEL'S ADVANCED GRAMMAR. 



18. The Superlative Degree expresses the quality iu 
the highest or lowest degree. 

Not all descriptive adjectives can be compared. 

19. When two qualities in the same person or thing 
are compared, or when the adjective follows its noun, 
adjectives of one syllable are compared by more and 
most; as — 

1. He is more kind than wise. 

2. A sky more clear was never seen. 

3. A foot more light, a step more true, ne'er trod the 

earth. 
In poetry, adjectives of one syllable, even when preceding 
the noun, are sometimes compared by more and most. 

20. Some adjectives are defective in their compari- 
son : 



Positive. 


Comparative. 

hither, 
inferior ; 
nether, 


Superlative. 

hithermost ; 






nethermost ; 
rearmost ; 
middlemost 


rear, 
middle, 




superior ; 


and some others. 





HOENSHEL'S ADVANCED GRAMMAR. 219 

LESSON XXIV. 
ADJECTIVES — Continued. 

1. When the article is used with two or more adjec- 
tives belonging to different nouns, the article should 
be repeated; as, "a large and a small house" (two 
houses). 

When the article is used in comparative expressions with 
than, if the nouns before and after than both refer to the same 
person or thing, the article should not be repeated ; as, " He is 
a better soldier than statesman." 

2. One adjective sometimes limits another; as, "a 

deep blue color," " red hot iron." 

This is the view taken by most authors, but I see no reason 
why deep and red cannot be parsed as adverbs in such expres- 
sions. 

3. An adjective sometimes modifies an adjective and 
a noun combined ; as, " a good old man." Good mod- 
ifies old man. 

Notice the difference in the meaning of these expressions : 
" a good old man," and " a good, old man." 

4. In such expressions as "two hundred bushels," 

some authors claim that hundred is a noun, modified 

by the adjective two, and that bushels is the object 

of the preposition of understood. 

I see no reason why two hundred cannot be parsed together 
as one adjective, just as we parse seventy-five. Three, six 
thousand, four dozen, etc., all answer the question, "How 
many?" and should be treated as simple adjectives. 



220 HOENSHEL'S ADVANCED GRAMMAR. 

5. When adjectives are compared with more and 
most, nearly all authors consider more and most 

adverbs. 

Thus, in more joyful, joyful is generally parsed as an adjec- 
tive of the positive degree, and more is parsed as an adverb of 
the comparative degree ; in other words, the adjective is not in 
the comparative degree, but the adverb is. But we started out 
to parse the comparative degree of an adjective, not of an ad- 
verb. If both words are required for the comparative degree, 
why not parse them together? I prefer to parse more joyful 
and most joyful together. 

6. When the comparative degree of a word is fol- 
lowed by than, the positive degree of the same word 
is understood in the subordinate clause, and than is a 
conjunctive adverb connecting the two clauses. 

In " He is older than I am," old is understood after am, and 
the dependent clause, " I am old," is an adverb clause of de- 
gree, modifying older. Than connects the clauses and modifies 
old. 

7. Good writers and speakers sometimes use the 
superlative when comparing only two objects, although 
such use is contrary to the rules of grammar. 

8. A degree below the positive is sometimes made by 
adding ish; as, blackish, greenish. This may be 
called the Diminutive Degree. 

9. When two or more adjectives are connected by 
conjunctions, the shortest and simplest should gener- 
ally be placed first; as, "This tree is larger and more 
useful than that." 

When adjectives thus connected are compared differently, 
some authors say they should be arranged as stated above, and 



HOENSHEL' S ADVANCED OBAMMAB. 221 

that more or most should be placed before the first; as, "A 
more noble and righteous cause never existed." I believe it is 
better to say, "A nobler and more righteous cause never ex- 
isted." 

10. The word like, when used appositively or after 
an intransitive verb, is often an adjective, although 
some grammarians prefer to call it a preposition. 

In "He is like his father," like is an adjective, modifying 
he, and father is the object of to or unto understood. Here, 
like has the meaning of similar. In " He, like the brave man 
he was thought to be, firmly held his ground," like is an adjec- 
tive, used appositively, and modifies he. In " She can run like 
a deer," like is an adverb, modifying can run, and deer is the 
object of to understood. When like is an adverb, it means 
similarly, or in a similar manner. 

I do not think that like is ever a preposition. 

The words unlike, near, nigh, and opposite should be treated 
just as the word like. 

11. Less should be applied to nouns of magnitude 
(bulk), and fewer should be applied to nouns of 
multitude (many); as, less money, less water; 
fewer dollars, fewer gallons. 

12. Many a and what a should often be parsed 

together as one adjective; as, "Many a flower is born 

to blush unseen " ; " What a crash that was ! " 

What a is sometimes an adverb ; as, " What a large parade 
that is ! " What a is an adverb, modifying large. 

13. Old has two forms for the comparative (older, 
elder), and two for the superlative (oldest, eldest). 
Elder and eldest are applied only to persons, but 
older and oldest are applied to persons, animals, or 
things. 



222 HOENSHEL'S ADVANCED GRAMMAR. 

14. Further and furthest come from forth (an 

adverb), and farther and farthest come from far. 

Farther and farthest are used when referring to distance ; 
as, "Chicago is farther west than Detroit." Further refers to 
something additional. After giving several reasons, a speaker 
might say, " and further, I have still another reason." 



LESSON XXV. 



1. Correct the errors, and parse the words in black 

type : 

1. Washington was a better statesman than a general. 

Washington | was = statesman 

|_a_ | better 
x 1 x = general. 



1 than 



Washington was a better statesman than he was a good gen- 
eral, A should be omitted before general, but it should be 
used when the omitted words are supplied. 

2. This man of all others is most to be pitied. 

3. The Russian Empire is more extensive than any na- 

tion on the globe. 

4. He is a better disciplinarian than teacher. 

5. The banner of the United States is a red, a white. 

and a blue flag. 

6. Fire is a better servant than a master. 

7. A rosy-faced and pale girl were seen sitting side by 

side. 

8. A rosy-faced and a pale girl was seen in the company. 

9. The pen is a mightier weapon than sword. 

10. He was such a criminal that a few persons mourned 
his death. 



HOENSHEL'S ADVANCED GRAMMAR. 223 

11. Although he was unpopular, yet he had few friends. 

12. Grief made her insane. 

13. He was struck dead. 

14. A good farmer keeps his horses fat. 

15. All went merry as a marriage bell. 

16. The hunter was so badly frightened that he turned 

pale. 

17. Great is truth, and mighty above all things. 

Diagram the preceding sentences. 



LESSON XXVI 



1. Correct the errors, and parse the words in black 

type: 

1. Unheard, because our ears are dull, 

Unseen, because our eyes are dim, 
He walks our earth, the Wonderful, 
And all good deeds are done to Him. 

2. Give him this memoranda. 

3. Jacob loved Joseph more than all his children. 

4. This is a better furnished room than any in the house. 

5. Noah and his family outlived all the people that lived 

before the flood. 

6. The Civil War cost more men and money than any 

war the United States had. 

7. Now comes the storm, fierce and terrible. 

8. Tabby has the worst temper of any cat I know. 

9. She of all other girls ought to be the last to com- 

plain. 

10. I saw not (less, fewer) than twenty soldiers yester- 

day. 

11. He who uses filthy language has (a) little decency. 

12. He who is ungrateful has (few, a few) friends. 

13. Although he has been rather unfortunate in business, 

he still has ( few, a few) dollars. 

14. To practice virtue is more acceptable to God than 

the sacrifice of bullocks or of rams. 



224 



HOENSHEL'S ADVANCED GRAMMAR. 



15. Praising what is lost makes the remembrance dear. 

16. Of two evils, the less is always to be chosen. 

17. The navy of England is more powerful than that of 

any nation. 

18. Each hunter carried his own game. 

2. Diagram the preceding sentences. 



LESSON XXVII. 
1. The following is an outline of the adjective: 
'descriptive 



Classes. 



Property 



proper 
common 

article.. i defln j te 
{ indefinite 

demonstrative 
distributive 
•^indefinite 
interrogative 

("cardinal 
numeral. J ordinal 

[multiplicative 
[positive 
comparison -{ comparative 



^superlative 

2. Write an essay on "Adjectives," using the outline 
just given. 



HOENSHEL'S ADVANCED GRAMMAR. 225 

LESSON XXVIII. 
VERBS — CLASSIFICATION. 

1. A Verb is a word that denotes action or being. 

2. A Regular Verb is one that forms its past tense 

and past participle by adding ed to the present, in 

accordance with the rules of spelling. 

Some authors say, "A regular verb is one that forms its past 
tense and past participle by adding d or ed to the present." 
They give this definition because they think love, for instance, 
adds d only. We have learned, however, that the final e of 
love is dropped in accordance with a rule of spelling and ed is 
added. In chopped, ped seems to be added, but we know that 
only ed is added, p being doubled in accordance with a rule of 
spelling. Hear adds d ( hear, heard ), but it is irregular. 

3. An Irregular Verb is one that does not form its 
past tense and past participle by adding ed to the 
present. 

4. A Transitive Verb is one that requires an object 
to complete its meaning. 

5. An Intransitive Verb is one that does not require 

an object to complete its meaning. 

An Intransitive Verb that does not imply action is sometimes 
called a Neuter Verb. Examples: "The book lies on the 
shelf. " " Freedom exists. ' ' 

6. A Defective Verb is one not used in all the modes 
and tenses. 

7. A Redundant Verb is one having more than one 
form for its past tense or past participle. 

— 15 



226 HOEXSHEL'S ADVANCED GRAMMAR. 

8. An Impersonal Verb is one used only in the third 
person singular. 

9. Auxiliary Verbs are those used in the conjugation 
of other verbs. They are do, be, have, shall, will, 
may, can, must. 

10. A Finite Verb is one that changes its form to 
agree with its subject. 

11. An Infinite Verb is one that does not change its 
form to agree with its subject. 

An infinite verb is either an infinitive or a participle. 

12. A Complete Verb is one that, when joined to a 
subject, will form a complete predicate by itself; as — 

1. The baby sleeps. 

2. Birds fly. 

3. God exists. 

13. An Incomplete Verb is one that, when joined to 
a subject, will not form a complete predicate by itself ; 
as — 

1. He became rich. 

2. Those men appear careless. 

3. Nero was a tyrant. 

14. The word used with an incomplete verb is called 
the Complement. 

15. Most intransitive verbs are complete. 

16. The intransitive verbs appear, be, become, 

seem, etc., are usually incomplete, and require com- 
plements. These verbs are sometimes called Copula- 
tive Verbs. 



HOENSHEL'S ADVANCED GRAMMAR. 227 

Some authors make three coordinate classes of verbs: tran- 
sitive, intransitive, and copulative. This division is not logical, 
because copulative verbs are intransitive. 

The complement of a transitive verb in the active voice is its 
object. A transitive verb in the passive voice often takes a 
complement; as, " He was considered brave." 

The complement may consist of more than one word ; as, 
" Life is of short duration." 

The complement is a noun, pronoun, or an adjective. 

17. Write a sentence containing — 

1. A regular verb. 

2. An irregular verb. 

3. A transitive verb. 

4. An intransitive verb. 

5. A neuter verb. 

6. A defective verb. 

7. A redundant verb. 

8. An impersonal verb. 

9. An auxiliary verb. 

10. A finite verb. 

11. An infinite verb. 

12. A complete verb. 

13. An incomplete verb. 

14. A copulative verb. 



LESSON XXIX 

VERBS— VOICE. 



1. The Modifications of the verb are Voice, Mode, 
Tense, Person, and Number. 

2. Voice is that modification of a transitive verb 
which shows whether the subject denotes the actor or 
the receiver of the act. 



228 HOENSHEL'S ADVANCED GRAMMAR. 

3. The Active Voice is that form of the verb which 
shows that the subject denotes the actor. 

4. The Passive Voice is that form of a transitive 
verb which shows that the subject denotes the receiver 
of the action. 

Notice the last three definitions carefully. You will observe 
that in defining voice we say, "It is that modification of a 
transitive verb," but in defining the active voice we say, "It 
is that form of a verb." This is necessary, because in defining 
voice we must use a definition that will include both active 
and passive, and only a transitive verb can have the passive; 
but in defining the active voice we can say "that form of a 
verb," because all verbs have the active voice. 

Many grammarians say that intransitive verbs have no voice, 
but a large majority of the best linguists say that they have 
the active voice. In such sentences as " Birds fly," and " The 
boy runs," the subject of the intransitive verb surely repre- 
sents the actor. Besides, all intransitive verbs are active in 
form. For these reasons, I believe that intransitive verbs have 
the active voice. 

5. The passive voice of any verb will always consist 
of the past participle of that verb, preceded by some 
form of the verb be. 

While no verb is passive that is not formed according to the 
above rule, there are two or three such forms that are not pas- 
sive ; thus, the verbs in "He is gone," and "The hour is come," 
are active, although passive in form. However, gone and come 
are participles of an intransitive verb. 

It is sometimes quite difficult to decide whether a word is an 
adjective in the predicate, or a past participle forming part of 
a verb in the passive voice. In "The lady is accomplished," 
accomplished is an adjective. In " The work is accomplished," 
is accomplished may be a verb in the passive voice. In "The 
grounds were ornamented with beautiful trees," we cannot 
decide how to dispose of ornamented until we know what the 
speaker meant when he used the sentence. If he answered the 



HOENSHEL' S ADVANCED GRAMMAR. 229 

question, " "What was done with the beautiful trees ? " the verb 
is passive ; but if he answered the question, " Why do you pre- 
fer that home ? " ornamented is an adjective. " Why do you 
use pencil and paper?" Answer: "My slate is broken." 
Broken is an adjective, expressing the condition of the slate. 
" What did the bad boy do ? " Answer : " My slate was broken 
by him." Was broken is a verb in the passive voice. 

Of course, the past participle in the passive voice (if parsed 
by itself) always has the construction of an adjective, modify- 
ing the subject. This is different, however, from saying that it 
is a simple adjective. 

6. Name the voice of the verbs (including infinitives 
and participles) in these sentences : 

1. The editor has been writing a book. 

2. The story written by Scott was read by thousands. 

3. Be chosen. 

4. Be quiet. 

5. The student ought to have been studying. 

6. The student ought to have studied. 

7. The lesson should have been studied. 

8. The criminal ought to have been punished. 

9. A belted knight can be made by a king. 

10. The book is torn. 

11. The witness, having been sworn, began to testify. 

12. The witness, having sworn to tell the truth, began 

to testify. 

13. Our labors being completed, we returned. 

14. They are gone. 

15. Its wings were curiously mottled and striped with 

various colors. 



28Q UOENSUELS ADVANCED GRAMMAR. 

LESSON XXX. 
VERBS — MODE. 

1. Mode is that form or use of the verb which shows 

the manner in which the action or being is expressed. 

Notice that the definition says "form or use of the verb." 
By most late grammarians mode is held to be a form of the 
verb rather than the manner in which the action is expressed. 
Thus, " go," " you shall go," " you must go," all express about 
the same idea, but three different modes are used, because 
three different forms are used. 

2. The Indicative Mode is used to assert a fact or an 
actual existence. It is also used in asking questions. 

3. The Potential Mode asserts the power, necessity, 

liberty, or possibility of action or being. This mode 

may be used in asking questions. 

Some authors claim there is no potential mode, but if mode 
is a form of the verb, there will be a potential mode as long as 
may, can, must, might, could, would, and should are used. 

4. The Imperative Mode is used to express a com- 
mand, a request, or an entreaty. 

5. The imperative mode is conjugated only in the 
second person, but it may be found in either -the first 
or the third person ; as — 

1. Turn we aside and rest awhile. 

2. Be it resolved by this society. 

3. Blessed be he that first invented sleep. 

6. The Subjunctive Mode asserts an uncertainty, a 
wish, or a supposition. 



HOENSHEL ' 8 AD VANG ED GRAMMAR. 23 1 

7. The subjunctive is sometimes used in expressing 

a wish; as, "Would that my father were here." 

In this sentence would is a transitive verb, and were is sub- 
junctive past, but denotes present time. 

8. The subjunctive mode has but one tense, the 
present. In the verb be two subjunctive tenses are 
found, the present and the past. 

Probably authors differ more in their discussion of the sub- 
junctive mode than in the discussion of any other part of 
grammar. Some give this mode six tenses, some four, some 
three, some two, and some only a small piece of a tense. 

In the classic languages, mode is a change of form; that is, 
the verb has a different form for the different modes. Some 
grammarians adhere to this principle in English, while others 
claim that mode is a change of meaning, not a change of form. 

If we examine the verbs in the sentences, " I had gone," and 
" If I had gone," we shall find that the verbs are the same, and 
that the difference is made by the little word if. Now, as if is 
not part of the verb, some say the verb in both sentences is in 
the same mode, the indicative. I believe this is the correct 
view of the matter. It certainly has the merit of simplicity. 

Taking the view that mode is a change of form, there are 
but two subjunctive forms in each verb (except the verb to be) : 
''If thou go," and "If he go." These are both in the present 
tense, singular; but, as not all persons and numbers of the 
tense are included, we can correctly say there is only a piece 
of a tense in the subjunctive. If we drop the if in the above 
sentences, go in the first must be changed to goest, and in the 
second to goes. 

"If he walks" is indicative, and "If he walk" is subjunc- 
tive. The s is omitted from the subjunctive because the aux- 
iliary shall or should is understood. " If he walk " means "If 
he shall (or should ) walk." The subjunctive present denotes 
future time, and should not be used to denote present time, 
"If it rains" is indicative present, and denotes present time, 
"If it rain" is subjunctive present, and denotes future time, 

In the verb to be there are two subjunctives : " If I be," and 
"If I were." The first is called present tense, but denotes 



232 HOENSHEL'B ADVANCED GRAMMAR. 

future time ; the second is called past tense, but denotes pres- 
ent time. As the passive voice always has in it some form of 
the verb to be, verbs in the passive voice can have two subjunc- 
tives, a present and a past ; as, " If I be seen," and "If I wefe 
seen." 

Therefore, if in the present tense, active voice of a verb, we 
drop the et or est from the second person singular (solemn 
style), and the s from the third person singular, we shall have 
all the subjunctive forms to be found in the active voice. If 
we prefix the two subjunctive tenses of the verb be (as given in 
the conjugation, Grade Seven) to the past participle of a tran- 
sitive verb, we shall have all the subjunctive forms to be found 
in the passive voice. 

9. The following is the conjugation of the verb love 
in the subjunctive : 

ACTIVE VOICE. 

PRESENT TENSE. 

2. If thou love. 3. If he love. 

This tense denotes future time. 

PASSIVE VOICE. 

PRESENT TENSE. 
Singular. Plural. 

1. If I be loved, 1. If we be loved, 

2. If you be loved, 2. If you be loved, 

3. If he be loved ; 3. If they be loved. 
This tense denotes future time. 

PAST TENSE. 

1. If I were loved, 1. If we were loved, 

2. If you were loved, 2. If you were loved, 

3. If he were loved ; 3. If they were loved. 
This tense denotes present time. 

10. Write a sentence having a verb in the subjunc- 
tive — 

1. Active, present. 

2. Passive, present. 

3. Passive, past. 

4. Passive, expressing future time. 

5. Passive, expressing present time. 



HOENSHEL'S ADVANCED GRAMMAR. 933 

LESSON XXXI. 
VERBS — TENSE. 

1. Tense is that form or use of the verb that shows 

the time of an action or being. 

Notice that the definition says "form or use of the verb." 
Tense does not always mean time. In the indicative mode the 
time names the tense, but in the potential mode the form 
names the tense. "I could read" is called past tense, but the 
time is always present or future. In old English, might, could, 
would, and should meant past time, and we have retained the 
old names, but. the meaning has been changed. 

2. The Present Tense denotes present time. 

3. The Present-Perfect Tense expresses action or be- 
ing as completed at the present time. 

4. The Past Tense denotes past time. 

5. The Past-Perfect Tense expresses action or being 
as completed at some past time. 

6. The Future Tense denotes future time. 

7. The Future-Perfect Tense expresses action or be- 
ing as completed at some future time. 

8. When we speak of a past action or event, and no 
part of the time in which it took place remains, Ave 
should use the past tense; but if there still remains 
some portion of the time in which it took place, we 
should use the present-perfect tense. Examples : 

1. Science has made great advancement this century. 

2. Many battles were fought during the eighteenth cen- 

tury. 



234 HOENSHEL'S ADVANCED GRAMMAR. 

3. I have been reading this morning. (It is not yet 

noon.) 

4. I read this morning. (It is past noon.) 

9. When two past actions or events are referred to, 
one of which must have occurred before the other, this 
sequence of time must be observed in the use of the 
tenses. Examples: 

1. I went, but I have returned. 

2. After Lee had been defeated at Gettysburg, he re- 

treated into Virginia. 

3. Napoleon reigned one hundred days after he had 

returned from the island of Elba. 

10. Statements always true or always false should be 
expressed in the present tense ; as — 

1 . Galileo believed that the earth moves. 

2. Our fathers asserted that all men are created equal. 

11. The Progressive Form of the verb is that which 
represents the action as in progress; as, " I am writ- 
ing." 

1. The progressive form of any verb is made by placing 

before its present participle the various modes, 
tenses, persons, and numbers of the verb to be. 

2. Since the progressive form always ends with the 

present participle, and the passive always ends 
with the past participle, it follows that the pro- 
gressive form is in the active voice. 

12. The Emphatic Form of the verb is that in which 

the assertion is expressed with emphasis; as, "I do 

write." 

1. The emphatic form is made by prefixing the present 
or past tense of do to the simple form of the verb. 



HOENSHEL'S ADVANCED GRAMMAR. 235 

2. This form is used in the present and past indicative, 

and the present subjunctive, active voice, and in 
the imperative, both active and passive. 

3. The emphatic form is often used in asking questions ; 

as, " Does he write ? " 

13. In some grammars the past tense, progressive 
form, is called the Imperfect (not finished) Tense; as, 
' ' He was walking." 

14. Sometimes a progressive form is used in the pas- 
sive voice; as, "The house is being built;" "The 
lesson was being recited." 

Some authors object to such forms, and prefer to use the 
active progressive; as, "The house is building." In these ex- 
amples, it is better to use the passive form (cumbersome as it 
is) than the active. A few active forms have become so 
common that they can claim the sanction of good usage ; as, 
" Wheat is selling for a dollar a bushel." 



LESSON XXXII 
VERBS — REVIEW. 



1. Correct where necessary, and parse the words in 
black letter. 

1. Be it known to all men. 

2. Corn is gathering all over the country. 

3. I have built three houses last year. 

4. I built three houses this year. 

5. After we visited Paris we returned to the United 

States. 

6. It was proved years ago that the air had weight. 

2. Write a synopsis of see, progressive form. 



236 HOENSHEL'S ADVANCED GRAMMAR. 

8. Write a synopsis of go, emphatic form. 

4. Write a sentence containing a verb — 

1. In the imperative mode, first person. 

2. lathe impei*ative mode, third person. 

3. In the potential mode, expressing present time, but 

not in the present tense. 

5. Write a sentence referring to two past events, one 
happening before the other. 



LESSON XXXIII. 

VERBS — Continued. 

1 . A verb is sometimes combined with a preposition ; 
as, " This must be attended to." 

This combining does not often occur in the active voice. In 
"The mayor must attend to this matter," to is a preposition, 
and attend is intransitive. In "This matter must be attended 
to by the mayor," to is part of the verb, and must be attended 
to is a compound verb, transitive, passive. The verb attend 
will not take an object in the active voice, and is passive only 
with the aid of the preposition. 

Other examples are : 

1. He was laughed at by the boys. 

2. The property was taken possession of. (Better: 

" Possession was taken of the property.") 

3. The carriage has been sent for. 

4. That should have been thought of. 

These verbs may be called compound verbs. 



HOENSHEL'S ADVANCED GRAMMAB. 237 

2. A Compound Verb is a verb combined with a 

preposition. 

Sometimes another part of speech besides a preposition is 
used, as in the second sentence in paragraph 1. 

3. Parse the words in black letter : 

1. He was well taken care of. 

2. The actor was looked at by thousands. 

3. The philanthropist was spoken to by many whom 

he had aided. 

4. The concert was well spoken of. 

5. The elephant's keeper was trodden on by the en- 

raged animal. 

4. Correct where necessary, and diagram these sen- 
tences : 

1. If he be here, ask him to come. 

2. Though he were industrious and economical, he did 

not become rich. 

3. If my friend was now present, I should be satisfied. 

4. If the snow were four feet deep, it would not pre- 

vent his going. 

5. Night, sable goddess ! from her ebon throne, 
In rayless majesty now stretches forth 

Her leaden scepter o'er a slumbering world. 

6. He is but a landscape painter, 
And a village maiden she. 

7. Stone walls do not a prison make, 
Nor iron bars a cage. 

5. Write two sentences, each having a compound 
verb. 



238 HOEKSHEL'S ADVANCED GRAMMAR. 

LESSON XXXIV. 

SHALL, WILL; SHOULD, WOULD. 

1. Although in the more common uses of these words 
the observing student will have little difficulty in 
selecting the correct one, in some cases it is difficult 
to determine which one should be used. This difficulty 
arises from the fact that good writers do not agree in 
their use. Where one good writer will use would, you 
can find another, equally as good, using should. 

2. The primary meaning of will is purpose or deter- 
mination, and the primary meaning of shall is obliga- 
tion. Shall in the first person and will in the second 
and third simply foretell. Will in the first person 
expresses determination. I will go means that I am 
determined to go. Shall in the second and third per- 
sons means an obligation not controlled by the subject, 
but by some external influence. You shall go means 
that the act of going is not controlled by yourself. 
You shall not assist me means that you will be 
prevented by some one. 

3. In interrogative sentences, shall denotes that the 
subject is under some external influence, and will de- 
notes that the act is controlled by the subject. " Shall 
you be there ? " might be answered by " Yes, if I am not 
prevented by circumstances." " Will you be there ? " 
might be answered by " No, I do not care to go." 



HOENSEEL'S ADVANCED GRAMMAR. 239 

4. Should and would follow in general the same 
rules as shall and will. Would is often used to 
express a strong wish; as, "Would that I were at 
homel " 

5. The following is from another author: 

When a person foretells for himself [expresses intention], or simply announces 
■what is to happen, shall is used with a subject in the first person ; as — 

1. I shall start in the morning. 

2. We shall see you again to-morrow. 

3. When shall we have fair weather again ? 

But when a person foretells for another [indicates another's intention], or an- 
nounces what is to happen to him, will is used with a subject in the second or third 
person ; as — 

1. I am sure you ivill help me. 

2. He will stay in Chicago a month. 

3. They will be in town next week. 

When a person determines for himself, will is used, and the subject Is in the first 
person ; as — 

1. I will help you to-morrow. 

2. We will attend to the matter very soon. 

But when a person determines for another, shall is used, and the subject is In 
the second or the third person ; as — 

1. You shall obey me. 

2. He shall not go with us. 

In interrogative sentences, shall is used with a subject in the first or the second 
person to indicate mere intention [ probability] on the part of the one of whom the 
question is asked ; as — 

Shall I hear from you soon ? 
Shall you be in your office to-morrow ? 
But will is used with a subject in the second person when the question partakes 
of the nature of a request ; as — 

Will you be in your office to-morrow ? 
Should and Would. — Should and would are the past tenses of shall and ivill, 
and the same principles are applied in their use as to the present [future] tense. 

6. The following is from Richard Grant White : 

To my readers I shall venture to say that if they express 
hoping and wishing and the like with will and would, and com- 
mand, demand, and mandatory desire with shall and should — 
for example, "I hope that Mrs. Unwin will invite them to tea," 
and "I wish that Mrs. Unwin would invite them to tea;" but 
" He commands that Mrs. Unwin shall invite them to tea," and 



240 HOENSHEL'S ADVANCED GRAMMAR. 

"He desired that Mrs.Unwin should invite them to tea;" and, 
impersonally, "It is wished that no person shall leave his seat," 
and " it was requested that no persons should leave their seats" 
— they will not be far from right. 

7. The following uses of shall, will, should, and 
would are correct. 

1. I fear we shall have rain. 

2. I fear he will neglect his business. 

3. I shall enjoy the visit. 

4. It is requested that no one shall leave the room. 

5. I shall be obliged to discuss this subject. 

6. "Where shall you be next week ? 

7. When shall you go ? 

8. It was intended that the army should march the 

next day. 

9. We should be happy to see you. 

10. I told him to stay, but he would come. 

11. Shall I put some coal on the fire ? 

12. Should we hear a good lecture if we should go ? 

8. Fill each of these blanks with shall, will, should, 
or would, and give reasons: 

1. He knew who betray him. 

2. What I do ? 

3. When we finish this book ? 

4. I pay him to-day, if he demand it. 

5. We be pleased, if you favor us. 

6. He was afraid that he not succeed. 

7. It probably rain to-day. 

8. he be allowed to go on ? 

9. If we go to the concert, we hear good sing- 

ing? 

10. that Crete were free ! 

11. We then be obliged to give up. 

12. I find you here when I return ? 

13. I fear I be too late for the train. 

14. — ' — he be censured for such conduct? 



HOENSHEL'S ADVANCED GRAMMAR. 241 

LESSON XXXV. 

VERBS — Continued. 

1. It is sometimes difficult to determine whether a 
collective noun should have a singular or a plural verb 
to agree with it. 

In many cases the idea in the mind of the speaker will decide 
this question. 

Collective nouns denoting persons are more frequently con- 
sidered plural than those denoting things. It is better to say 
" The public are invited " than to say " The public is invited." 

If the individuals perform the act separately, or in groups, 
it is better to have the verb plural ; as, "A number of soldiers 
(at various times) have passed to-day, and the number at the 
fort is becoming large." 

2. When a verb has two subjects taken separately, 

differing in number, the verb agrees with the subject 

nearest. 

In such cases it is better to place the plural subject nearest 
to the verb; as, "Neither the captain nor the soldiers have 
arrived." 

3. When a verb has for its subject personal pronouns 
differing in person, the first person should be next to 
the verb, the second person farthest from the verb, and 
the third person between the other two; as, "You, he 
and I are ready." 

If these subjects are taken together, the verb should be third, 
plural ; but if the subjects are taken separately, the verb should 
agree with the nearest subject; as, "You, he or I am in the 
wrong" ; " You or he is to blame." 

Some authors claim that it is better to give each subject its 
own verb ; as, " You are to blame, or he is." 

— 16 



242 HOENSHEL'S ADVANCED GRAMMAR. 

4. In such sentences as ' ' John and his sister too is 

going," or "John and his sister also is going," the 

verb should be singular. 

It will be observed that the speaker does not intend to con- 
vey the information that two are going. The hearer already 
knows that John is going, and the speaker adds that his sister 
is going also. 

5. When two singular subjects connected by and are 
in apposition, the verb is singular; as, "The philoso- 
pher and statesman has gone." 

The same is true when the subjects are not in apposition, if 
the latter is added to make the former more emphatic; as, 
"The head and front of my offense is this." 

0. Often the number of the verb depends on the idea 
in the mind of the speaker rather than on the words he 
uses ; as — 

1. Why is dust and ashes proud ? 

2. Seven hours is a long time to wait for a train. 

3. Six dollars and seventy-five cents is too much. 

In the first sentence, the speaker had in mind man, although 
he said "dust and ashes." 

In the second sentence, the seven hours are thought of as 
one continuous period of time. 

In the third sentence, the dollars and cents are thought of as 
one price. 

7. As a rule, the phrase modifying the subject has 
no influence in determining the number of the verb, 
but in some cases it has. This is especially true when 
the subject is a fraction. 

1. Nine-tenths of the men were lost. 

2. Nine-tenths of the wheat was lost. 

Both of the preceding are correct. In the first, men is a 
noun of multitude (composed of individuals), while in the sec- 



HOENSHEL'S ADVANCED GRAMMAR. 943 

ond, wheat is a noun of magnitude (bulk ). In like manner we 
have "Two-thirds of the water is unfit to drink," and "Two- 
thirds of the apples are rotten." 

8. The verb need, when followed by not, forms the 

third person singular without adding s; as, " He need 

not go." 

The verb dare is sometimes used in the same manner ; as, 
" The prisoner dare not speak." 

9. Write at least two sentences to illustrate each of 
the first seven paragraphs of this lesson. 



LESSON XXXVI. 

Correct where necessary : 

1. Neither he nor you was there. 

2. To reveal secrets or to betray one's friends is perfidy. 

3. Eight horses is no part of twelve cows. 

4. Eight is what part of twelve ? 

5. There was not a little tact and shrewdness in the 

transaction. 

6. He and his father were on the lost steamer. 

7. He and his father too were on the lost steamer. 

8. He as well as his father were on the lost steamer. 

9. One or more names are omitted from the list. 

10. Seven-eighths of the pupils are girls. 

11. Three-fourths of his hair are gray. 

12. Two hundred bushels of potatoes are often raised 

from one acre of ground. 

13. Forty bushels of wheat is sometimes obtained from 

one acre of ground. 

14. Six dollars a week are all that he earns. 

15. The guidance of a father as well as the love of a 

mother is wanting. 

16. Are either of you going to the postoffice ? 



244 



HOENSHEL'S ADVANCED GRAMMAR. 



17. A train or two have already arrived. 

18. He is such a genius that he needs not study. 

19. This is one of the books that give me pleasure. 

20. Not you, but I, am to blame. 

21. No one but his friends understand his disposition. 

22. If this man was a competent critic, he would under 

stand my poem better. 

23. Do you think we will have rain ? 



LESSON XXXVII 



I . ( !orrect where necessary, and parse the verbs : 

1. To thine own self be true, 

And it must follow, as the night the day, 
Thou canst not then be false to any man. 

2. Though He slay me, yet will I trust Him. 

3. If he is a scholar, lie is not a gentleman. 

4. Had you come earlier, you could have seen him. 

5. Whether he be poor or rich, he shall be punished for 

his crime. • 

6. Were he my own brother, I should not excuse his 

fault. 

7. Although he is my brother, I would not trust him. 

8. Unless a farmer sow, he must not expect to reap. 
Notice that when a sentence begins with the subordinate 

clause, the pronoun will be in the principal clause, and the 
antecedent in the subordinate clause. 

9. I wish that he was wealthy. 

10. We not only found the questions easy, but very di- 
verting. 

interesting 



questions 



We | found 



^ 



diverting. 



very 



HOENSHEL' S ADVANCED GRAMMAR. 245 

Questions is the objective subject of to be understood. Not 
only but are all taken taken together as one conjunction. 

11. The knowledge of why they exist must be the last 
act of favor which time and toil will bestow. 

2. Diagram the preceding sentences. 



LESSON XXXVIII. 
INFINITIVES AND PARTICIPLES. 

1. The infinitive is sometimes used independently; 
as, "To tell the truth about the matter, I was not 
paying attention." 

2. Not all infinitives are parsed as having subjects. 

In "I have a book to read," to read is parsed as having the 
construction of an adjective, and nothing is said about its sub- 
ject. 

3. The infinitive has the construction of an adjec- 
tive, when it has an objective subject. 

In " I want my watch to run," watch to run is the object of 
want, watch, is the objective subject of to run, and to run 
has the construction of an adjective, modifying watch. True, 
sometimes it is rather difficult to see the adjective nature in 
such infinitives, but I believe it is always there. "I want my 
watch to be a to run watch " — a running watch — not a to stop 
watch. Many authors agree with this, but some excellent au- 
thors say that to run is a noun, the object of want; it is not 
the watch I want so much as it is the running I want. There 
are arguments and authorities for both views. 

4. In Geade Seven it was stated that the names 
present and present-perfect, as applied to infini- 
tives, do not have reference to the time expressed by 
the infinitive, but to its form. The time of the pres- 



246 HOENSHEL'S ADVANCED GRAMMAR. 

ent infinitive is the same as that of the finite verb m 

the same sentence, and the time of the present-perfect 

infinitive is previous to that of the finite verb. 

You will often hear such expressions as "I hoped to have 
gone." Now, the finite verb hoped expresses past time, and, 
in accordance with the preceding rule, the present-perfect in- 
finitive expresses time previous to the time the hoping was 
done ; but we know that when the hoping was done the going 
had not yet been done. The sentence should be " I hoped to go." 

5. Participles do not have the construction of ad- 
verbs, although they sometimes seem to modify th& 
predicate. 

In "The Indians ran screaming in pursuit," screaming has 
the construction of an adjective (in the predicate), modifying 
Indians, but in sense it seems to modify ran. The same is 
true in " He came running to me." Running is an adjective, 
belonging to he, although it appears to tell the manner in 
which he came. 

In the classic languages, participles always have the con- 
struction of adjectives, and have the same gender, number, and 
case as the nouns or pronouns to which they refer. 

6. When a participle is preceded by the article the, 

it seems to become a mere noun, and will take neither 

an object nor an adverb modifier. 

We can say, "By reading good books we improve the mind." 
Books is the object of reading. But if we insert the before 
reading, we must use a preposition to govern books; as, "By 
the reading of good books we improve the mind." AVe can say 
"By walking rapidly," but we cannot say "By the walking 
rapidly." 

7. A participle having the construction of a noun is, 

by some authors, called a Gerund. 

When a participle becomes a mere noun (see paragraph 6), or 
has the construction of an adjective, it is not a gerund. 



HOENSHEL'S ADVANCED GRAMMAR. 247 

8. Write a sentence having a participle with the con- 
struction of — 

1. An adjective, not in the predicate. 

2. An adjective, in the predicate. 

3. A noun, having an object. 

4. A noun, having an adverb modifier. 

5. A noun, preceded by the. 

6. A noun, used as subject. 

7. A noun, used as object of a verb. 

8. A noun, used as object of a preposition. 

9. Write one sentence for each of the constructions 
mentioned in paragraph 8 (except the 5th), using in- 
finitives instead of participles. 

10. Write a sentence containing an infinitive used — 

1. Independently. 

2. As an adverb, modifying a verb. 

3. As an adverb, modifying an adjective. 

4. As an adverb, modifying an adverb. 



LESSON XXXIX. 

INFINITIVES AND PARTICIPLES — Continued. 

1. Parse the infinitives and participles in these sen- 
tences : 

1. Learn to labor and to wait. 

2. It is impossible to advance rapidly. 

3. He dislikes being falsely accused. 

4. John Brown's body lies mouldering in the tomb. 

5. We expected him to come. ( The object of expected 

is him to come. To come has the construction of 
an adjective, modifying him.) 

6. I know him to be an honest man. 

7. I was opposed to his teaching the class. 



248 HOENSIIEL'S ADVANCED GRAMMAR. 

8. I heard him reproved. ( Him is not the object of 

heard.) 

9. I heard him recite the lesson. 

10. He is to be blamed for keeping us waiting so long. 

y to be blamed 



He | 



keeping 



^x x waiting 

I long. 



To be is understood before waiting, forming the progressive 
form of the present infinitive. 

11. His having failed is not surprising. 

12. His desire to teach is gratified. 

2. Diagram the preceding sentences. 



LESSON XL 



Analyze and diagram these sentences : 

1. It is not always easy to make ourselves what we wish 

to be. 

2. Many persons think it is not wrong to lie to escape 

punishment. 

3. We are commanded to love our enemies. 

4. I know how to write a letter. 

5. To obey is better than to be punished. 

6. Hope comes with smiles the hour of pain to cheer. 

7. "We could feel the earth tremble beneath our feet. 

8. By doing nothing, we learn to do ill. 

9. He soon began to be weary of having nothing to do. 

10. By endeavoring to please all, we fail to please any. 

11. The teacher being sick, school was dismissed. 

12. The jury having been sworn, the trial proceeded. 

13. Our lessons having been recited, we came home, 

14. Having recited our lessons, we came home. 

15. Hope deferred maketh the heart sick. 

16. The rain having ceased, we saw a rainbow. 

17. To see you here on such a day surprises me. 



HO ENSUE L'S ADVANCED GRAMMAR. 



249 



LESSON XLI 



1 


. The following is the outline of the verb : 




as to form... A ?**" 

( irregular 






(transitive 
as to meaning, j intransitive 




H 




neuter 


5 -1 




defective 


< 
Hi 




redundant 


o 




impersonal • 

compound 

auxiliary 




other classes . . - 


complete 






incomplete 
finite 


infinitive \ P rese » fc 

( present-perfect 




infinite (?) + 


( present 
participle -j past 

( past-perfect 












voice 


active 
passive 










indicative 




mode - 


potential 

imperative 

subjunctive 


Properties .... 




^present 
present-perfect 
past 




te 


use - 


past-perfect 










future 






Juture-perfect 






pe 


rson and num 


ber . . 


same as subject 



2. Write an essay on " The Verb," using the outline 
just given. 



250 HOENSHEL' 8 ADVANCED GRAMMAR. 



LESSON XLII. 

Diagram these sentences, and parse the infinitives 
and participles: 

1. " Let me make the ballads of a nation," says Fletcher, 

"and I care not who makes the laws." 
The clause, who makes the laws, is the object of a preposi- 
tion understood. Care is intransitive. 

2. How glad I am to see you again ! 

3. I have more money than I know what to do with. 

I have 

I money 



| more 

( that 1 is — much ) 
I than 



V to do 


I | know 




3 what ; 
?* (which) 









4. For a man to give his opinion of what he sees but in 

part, is an unjustifiable piece of rashness and folly. 

The phrase man to give, etc., is the object of for. Some 

authors call for merely an introductory word in such sentences. 

5. If you do not wish a man to do a thing, get him to 

talk about it. 

6. Imperial Cfesar, dead and turned to clay, 
Might stop a hole to keep the wind away. 

7. Sorrow's crown of crowns is remembering happier 

things. 
Is remembering should not be parsed together as the pro- 
gressive form of the verb. Remembering has the construction 
of a noun. 



BOENSHEL' S ADVANCED GRAMMAR. 251 

8. It is a custom more honored in the breach than in 

the observance. 

9. The tree of liberty grows only when watered by the 

blood of tyrants. 

10. Better to love amiss than nothing to have loved. 

11. A sorrow shared is halved ; a joy divided is doubled. 

12. The auditorium is capable of seating three thousand 

people. 

13. A persecutor who inflicts nothing which he is not 

ready to endure deserves some respect. 

14. A mountain rises there, called Ida, joyous once with 

leaves and streams, deserted now like a forbidden 
thing. 

15. Some poets, before beginning to write a poem, wait 

to be inspired. 



LESSON XLIII 
ADVERBS. 



1. Aii Adverb is a word used to modify a verb, an 
adjective, or an adverb. 

2. According to their office in the sentence, adverbs 
are divided into three classes : Simple, Interrogative, 
and Conjunctive. 

3. A Simple Adverb simply modifies the word with 
which it is used. 

4. An Interrogative Adverb is one used in asking a 
question. 

5. A Conjunctive Adverb is one that modifies a word 
in a dependent clause, and also connects that clause 
with the independent clause. 



252 HOENSHEL'S ADVANCED GRAMMAR. 

6. A Relative Adverb is a conjunctive adverb joining 
an adjective clause to the independent clause; as — 

1. This is the place where (in which) the hero fell. 

2. He lived in the land where the orange grows. 

3. The Indians were driven to the reservation whence 

they came. 
It will be noticed that a relative adverb is equivalent to a 
preposition with a relative pronoun for its object. 

7. A conjunctive adverb modifies only one word, and 

that word is in the dependent clause. 

It is often stated that a conjunctive adverb sometimes modi- 
fies two words, one in each clause, but it is much better to con- 
sider the entire dependent clause as the modifier of the word in 
the independent clause. 

8. The words usually conjunctive adverbs are not 

always such. 

In " I do not know where lie lives," where is not a conjunc- 
tive adverb. It is an interrogative adverb in an indirect ques- 
tion, and modifies lives. 

9. A Modal Adverb is one that describes the manner 
of making the expression ; that is, whether it is made 
affirmatively, negatively, certainly, doubtfully, etc. 
They are divided into — 

1. Those of reasoning; as, hence, therefore. 

2. Those of affirmation ; as, certainly, indeed. 

3. Those of negation ; as, not, nowise. 

4. Those of doubt ; as, possibly, perhaps. 

10. According to their meaning, adverbs are divided 
as follows : 

1. Adverbs of Place. 

2. Adverbs of Time. 

3. Adverbs of Number. 

4. Adverbs of Manner. 



HOENSHEL'S ADVANCED GRAMMAR. 253 

5. Adverbs of Degree. 

6. Adverbs of Cause. 

7. Adverbs of Affirmation and Negation. 

11. The adverbs yes, no, amen, etc., sometimes 
modify an entire clause or sentence. 

12. The words t o-day, to-night, to-morrow, etc., 
though usually called adverbs, are nouns in the object- 
ive case without a governing word. 

13. Sometimes it is difficult to decide whether a verb 
should be followed by a predicate adjective or an ad- 
verb modifier. The following sentences are correct : 

1. The milk tastes sour. 

2. The speaker's voice sounded shrill. 

3. We arrived safe. 

4. The grass looks fresh and green. 

5. He appeared prompt. 

6. He appeared promptly. (What difference in the 

meaning of these two sentences ? ) 

7. I feel very bad. 

8. The young lady looks sad. 

In such sentences, when the word following the verb is used 
to express the condition of the subject, it should be an adjec- 
tive. In the third sentence, safe does not tell the manner of 
our arriving, but our condition after we had arrived. 

14. Write a sentence containing — 

1. A simple adverb. 

2. An interrogative adverb. 

3. A conjunctive adverb. 

4. A relative adverb. 

5. A modal adverb. 

6. An interrogative adverb in an indirect question. 

7. An adjective in predicate, denoting condition. 



254 HOENSBEL'S ADVANCED GRAMMAR. 

LESSON XLIV. 

REVIEW. 

1. Such expressions as as long as, as S00I1 as, etc., 

are not to be taken together as conjunctions. 

" He came as soon as he could." Soon is an adverb, modify- 
ing came; the first as is an adverb of degree, modifying soon; 
the second as is a conjunctive adverb, modifying could (come), 
and connects the subordinate clause to the first as. The sub- 
ordinate clause is an adverb clause of degree, modifying the 
first as. In "He reads as well as he writes," as well as is 
parsed just as as soon as in the preceding sentence. In "He, 
as well as his sister, is expected," as well as is parsed as a con- 
junction. 

He | came 

| s oon 
lie 1 could. [as 



2. The word the is sometimes a conjunctive adverb. 

In " The more I examined it, the better I liked it," the prin- 
cipal clause is " I liked it the better." Better is an adverb, 
modifying liked. The first the is a conjunctive adverb, modify- 
ing more and connecting the dependent clause to the second 
the; more is an adverb of degree, modifying examined; the 
second the is an adverb of degree, modifying better; the de- 
pendent clause, "I examined it the more," is an adverb clause 
of degree, and modifies the first the. 

I I liked 



I 


| examined 


it 


better 

[the 




| more 
[the 





HOENSEEL'S ADVANCED GRAMMAR. 255 

3. An adverb sometimes modifies a preposition or a 
phrase. 

1. Fools judge only by events. 



only 



2. The guard stood just below the gate. 

3. The dogs were beaten nearly to death. 

4. The sun shines even on the wicked. 

5. The speaker went entirely beyond the limits of cour- 

tesy. 

4. An adverb is sometimes used as a noun ; as — 

1. Since then he has been at home. 

2. Until now we have been contented. 

5. Write a sentence having — 

1. As used as a conjunctive adverb. 

2. An adverb modifying a preposition. 

3. An adverb modifying a phrase. 

4. The used as a conjunctive adverb. 

5. Where as an interrogative adverb in a direct ques- 

tion. 

6. Where as an interrogative adverb in an indirect 

question. 

7. Where as a conjunctive adverb, joining an adverb 

clause to the independent clause. 

8. Where as a relative adverb. 

6. Write sentences, using each of the words in the 
left column as an adjective after a copulative verb, 
and other sentences, using each of the words in the 
right-hand column as an adverb : 



well 


well 


careful 


carefully 


bad 


badly 



256 HOENSHEL'S ADVANCED GRAMMAR. 

remarkable remarkably 

friendly kindly 

tolerable tolerably 

prompt promptly 

sweet sweetly 

In using the above list of adjectives, do not use the verb be 
in all the sentences, but use a different copulative verb for each 
sentence, if possible. 



LESSON XLV. 
PREPOSITIONS AND CONJUNCTIONS. 

1. A Preposition is a word that shows the relation 
of its object to the word the phrase modifies. 

2. In such sentences as "He came from over the 
sea," from Over is usually called a compound prepo- 
sition, having sea for its object. From can be con- 
sidered a simple preposition, having the phrase over 
the sea as its object. 

3. The preposition is frequently incorrectly omitted ; 

as, " The ball is the size of an orange." 

As the sentence reads, size is a predicate noun, and must 
therefore mean the same thing as the subject, ball. But the 
ball is not size ; it has size, and is large or small. The sentence 
should read, " The ball is of the size of an orange." The phrase, 
" of the size," is an adjective phrase in the predicate, and modi- 
fies ball. 

Other examples are : 

1. There is no use trying. 

2. It was the length of my arm. 

3. What use is this to him ? 

4. He is worthy better treatment. 



HOENSHEL'S ADVANCED GRAMMAR. 257 

4. Some authors call as a preposition in such sen- 
tences as " I like him as a teacher," and "He came as 
an ambassador." 

It seems much better to me to call as in such sentences 
simply an introductory word. Teacher agrees with him in 
case, ambassador agrees with he. Even in "His reputation 
as a teacher is excellent," I believe teacher is in the possessive 
case, in apposition with his. 

5. Than is sometimes called a preposition, but most 

authors agree that it is not. 

In the sentence, "Than whom no one is wiser," whom is 
parsed as objective, used by a figure of speech for the nomina- 
tive. I prefer to call than a preposition in this sentence, and 
to parse whom as its object. If we begin the sentence with the 
subject, the sentence will read, "No one is wiser than he (is)." 

6. In such sentences as "Wheat is worth a dollar a 
bushel," some call a a preposition used in the same 
sense as the Latin per. 

7. The correct preposition to be used after certain 

words can be learned only by observing good speakers 

and writers. A few examples are given : 

accuse of, confide in, die of, differ from, founded on 
rely on. 

8. A Conjunction is a word used to connect words, 

phrases, and clauses. 

Sometimes a conjunction simply introduces a word or a 
elause. 

9. According to their use, conjunctions are divided 
into coordinate and subordinate. 



17 



258 HOENSHEL'S ADVANCED GRAMMAR. 

10. A Coordinate Conjunction is one that connects 
elements of equal rank. 

1. Copulatives simply couple or join ; as, both, and, 

moreover, etc. 

2. Alternatives (disjunctives) denote separation, or a 

choice between two ; as, or, either, neither, nor, 
etc. 

3. Adversatives denote something opposed or adverse 

to what has been said ; as, but, still, yet, how- 
ever, notwithstanding, etc. 

4. Illatives denote effect or consequence ; as, there- 

fore, wherefore, hence, consequently, accord- 
ingly, thus, so that, then, etc. 

11. The words, phrases, or clauses connected by a 
coordinate conjunction should be similar in form. 

1. He is good and wise ; not, He is good and full of wis- 

dom. 

2. He came cheerfully and promptly; not, He came 

cheerfully and with promptness. 

3. Did they go skating or riding? not, Did they go 

skating or to ride ? 

12. Improve these sentences : 

1. He did not remain to pray, but for scoffing. 

2. Like signs give plus, but unlike signs will produce 

minus. 

3. They lived together in peace and quietly. 

4. Thanking you for your kindness, and I hope to hear 

from you soon, I am yours truly. 

5. Great and full of power art Thou, O Lord ! 

6. Faithfully and with earnestness he tried to perform 

the task. 
When verbs are connected by coordinate conjunctions, they 
generally have the same form of conjugation, and are in the 
same mode and tense ; as — 

Did he not tell me his fault and ask me to forgive him ? 
(Incorrect ; both verbs should have the emphatic 
form. Correct: "Did he not tell me his fault 
and ask," etc.) 



HOENSHEL'S ADVANCED GRAMMAR. 259 

When different modes and tenses are connected, it is better 
to repeat the subject ; as, "He went, but ( he) may return. 

13. A Subordinate Conjunction is one that connects 
elements of unequal rank. 

14. The word or is not a connective when it intro- 
duces an appositive, or explanatory word. 

1. Cash or credit is necessary. (A connective.) 

2. The Iron Duke, or Wellington, commanded the Eng- 

lish and Prussians at Waterloo. ( Not a connective.) 
In the second sentence, or is merely introductory, and can 
be omitted. When or is thus used, I think it ought to be pre- 
ceded by a comma, but authors do not agree in doing so. 

i5. Write two sentences in which — 

1. A preposition is incorrectly omitted. 

2. Some authors would call as a preposition. 

3. The two uses of or are illustrated. 

4. Write a sentence having a prepositional phrase as 

the object of a preposition. 

16. Write a sentence containing — 

1. An adversative conjunction. 

2. An illative conjunction. 

3. Alternative conjunctions. 



260 BOENSHEL'S ADVANCED GRAMMAR. 

LESSON XLVI. 
CORRELATIVES. 

1. Two conjunctions, a conjunction and an adverb, 
or two adverbs, are often used in pairs. They are then 
called Correlatives. The following are the principal 
correlatives : 

Neither — nor. It neither rains nor snows. 

Either — or. Either Spain or Cuba is to blame. 

Both — and. She both reads and writes. 

Though — yet. Though he was rich, yet he was a 
miser. 

As — as. He is as tall as I am. 

As — so. As he thinks, so he speaks. 

So — as. She is not so wise as her sister. 

So — that. The lesson is so long that I cannot get it. 

Whether — or. Whether he goes or remains is uncer- 
tain. 

Not only — but also. The climate is not only health- 
ful, but also pleasant. 
As if, as well as, but likewise, notwithstanding- that, and 
some other combinations, are not correlatives. They should 
be parsed as one word. 

2. Care should be taken to select appropriate correla- 
tives, and to place them where they belong. 

Correct the following : 

1. He will neither go or send anyone. 

2. Nothing either strange nor interesting occurred. 

3. He was not only considered a statesman, but also an 

orator. 

4. Both he works and plays. 

5. He not only visited New York, but also Philadelphia. 

6. Though he has a bad reputation, so I will trust him. 

7. He was as angry that he could not speak. 



ROENSHEL' 8 ADVANCED GRAMMAR. 



261 



8. Wood is not as durable as iron. (So and as are the 

proper correlatives in negative sentences.) 

9. Is this so good as that ? 

10. He is not qualified for either teaching mathematics 

or language. 

11. I shall neither depend on you nor on him. 

12. Some nouns are either used in the singular or the 

plural. 

13. Gold is both found in California and Colorado. 



3. Notice these diagrams 



He | visited 



New York 



Philadelphia. 



He | visited 



he 



| New York 
1 only" 
not 



visited 



I also | Philadelphia. 
Of these two diagrams, I prefer the first. 
3 He 1 was — angry 



he | could speak- 



not 

Either or, neither nor, whether or, both and, and some other 
correlatives, should be diagrammed and parsed as simple con- 
junctions. 

4. Diagram the sentences in paragraph 2. 



262 HOENSHEL'S ADVANCED GRAMMAR. 

LESSON XLVII. 
CORRELATIVES — Continued. 

1. The Comparative Degree, and the words other, 
rather, else, and Otherwise are generally followed 
by than. 

2. Examine these sentences : 

1. Gold is heavier, but not so useful, as iron. 

2. I never have and never will vote for such a man. 
The first sentence means " Gold is heavier as iron, but not 

so useful as iron." This is incorrect, because as should not 
follow the comparative heavier. The sentence should read, 
" Gold is heavier than iron, but not so useful." 

The second sentence means "I never have vote and never 
will vote for such a man." This is incorrect, because the past 
participle voted should be used with have. The sentence 
should read, "I never have voted for such a man, and never 
will." 

8. Correct the errors in these sentences : 

1. February is not so long, but colder than March. 

2. February is colder, but not so long, as March. 

3. I always have, and always will be, an early riser. 

4. He ought and will go this evening. 

5. Napoleon could not do otherwise but to retreat. 

6. The visitor was no other but the Colonel. 

7. That house is preferable and cheaper than the other. 

8. Such behavior is nothing else except disgraceful. 

9. This is different but better than the old. 

10. The artist went and remained in Italy a year. 

4. Use each pair of the following correlatives in a 
sentence : 

both — and, either — or, neither — nor, 

whether — or, though — yet, so — that, 

as — as, as — so, so — as. 

such — as, not only — but also, 



HOENSHEL'S ADVANCED GRAMMAR. 263 

5. After the sentences in paragraph 3 have been cor- 
rected, diagram them. 

February j is — long 



: cr 

j 5- March. | 



| x — colder 



LESSON XLVIII. 
WORDS AS DIFFERENT PARTS OF SPEECH. 

1. Since it is the use of a word in a sentence that 
determines its part of speech, it follows that many 
words may be used as different parts of speech. 
Above, for instance, can be used as four different 
parts of speech; as — 

1. He lives above the bridge. (Preposition.) 

2. The eagle soars above. (Adverb.) 

3. The sentence above is correct. (Adjective.) 

4. It comes from above. (Noun.) 

2. Write a sentence using all — 

1. As an adjective. 

2. As an adjective pronoun. 

3. As an adverb. 

4. As a noun. (I have lost my all.) 

3. Write a sentence using before — 

1. As a preposition. 

2. As an adverb. 

3. As a conjunctive adverb. 



264 HOENSHEL'S ADVANCED GRAMMAR. 

4. Write a sentence using but — 

1. As a conjunction. 

2. As a preposition. 

3. As an adverb. 

5. Write a sentence using fast — 

1. As a noun. 

2. As an adjective. 

3. As a verb. 

4. As an adverb. 

6. Write a sentence using since — 

1. As a preposition. 

2. As an adverb. 

7. Write a sentence using that — 

1. As an adjective. 

2. As an adjective pronoun. 

3. As a relative pronoun. 

4. As an introductory conjunction (introducing a sub- 

ordinate clause). 

8. AVrite a sentence using till — 

1. As a noun. 

2. As a verb. 

3. As a conjunctive adverb. 



LESSON XLIX. 
REVIEW. 



1. Correct the errors and analyze these sentences: 

1. We should be careful, because each of us has our in- 

fluence. 

2. Every one of you is expected to write his own essay. 

(To write has the construction of an adjective used 
as attribute complement.) 



HOENSHEL'S ADVANCED GRAMMAR. 265 

3. Us girls are getting up a tennis club. 

4. Mathematics are very difficult for me. 

5. Most persons behave very good in church. 

6. Two thousand dollars were divided between the five 

heirs. 

7. My work is most done, and I am tired. (Use almost 

whenever nearly may be used in its place.) 

8. You will find me at home most any time. 

9. The invalid is some better this morning. (Use some- 

what; some is an adjective.) 

10. Plato believed that the soul was immortal. 

11. Columbus believed that the earth is round. 

12. Pleasantly rose, next morn, the sun, on the village 

of Grand Pre. 

13. Now is the winter of our discontent made glorious 

by the sun of York. 

14. A British and Yankee vessel were sailing side by 

side. 

15. No king was ever so much beloved by his subjects as 

King Edward. 

16. I have heard that story of yours many times. 

2. Diagram the preceding sentences. 



LESSON L 



Correct the errors, and analyze these sentences 

1. Of all other poets, Longfellow is my favorite. 

2. To dare is great, but to bear is greater. 

3. Sweet it is to have done the thing one ought. 

^ to have done 



It ( 



thing 



one | ought. 
I X X 



) I is — sweet 



The infinitive to have done, with all its modifiers, is in ap- 
position with it. After ought, to have done which is under- 
stood. 



266 HOENSHEUS ADVANCED GRAMMAR. 

4. We always may be what we might have been. 

5. We are made happy by what we are, not by what we 

have. 

6. Rich gifts wax poor when givers prove unkind. 

7. Honor or reputation are dearer than life. 

8. The house stood on rather a narrow strip of land. 

9. The remonstrance laid on the table. 

10. Travel gives a man something else besides a few 

sights. 

11. We had no other alternative but to go on. 

12. I often think of William the Conqueror, who is only 

another name for tyranny. 

13. James is not so tall but heavier than Frank. 

14. Every word that men speak is not true. 

15. I have always wished to be he. 

16. On Linden, when the sun was low, 
All bloodless lay the untrodden snow. 



LESSON LI 



Diagram these sentences, and parse the verbs, parti- 
ciples, and infinitives. 

1. Talk not too much, nor of thyself. 

2. He loves not other lands so much as that of his adop- 

tion. 

3. It is not known how the Egyptians embalmed their 

dead. 

4. The English language has undergone many changes 

since Shakespeare lived. 

5. A few tattered huts stand among shapeless masses of 

masonry where glorious Carthage once stood. 

6. A room hung with pictures is a room hung with 

thoughts. 

7. The greatest luxury I know, is to do a good action 

by stealth and to have it found out by accident. 

8. We venture to say that no poet has ever had to strug- 

gle with more unfavorable circumstances than Mil- 
ton. 



HOENSHEL'S ADVANCE!) GRAMMAR. 



267 



9. From the lowest depth there is a path to the loftiest 
height. 

10. I was never less alone than when by myself. 

11. What we truly and earnestly strive to be, that, in 

some sense, we are. ( What is not a double rela- 
tive here, because its antecedent is expressed.) 

12. Do noble things, not dream about them all day long. 

13. If I should neglect to use my right hand, it would 

forget its cunning. ( The subordinate clause often 
precedes the principal clause.) 

14. Instead of saying that man is the creature of cir- 

cumstance, it would be nearer the mark to say 
that man is the architect of circumstance, 
that 





man | 


is i = architect 




L 


to 


say 




| the 


o 






g 














S" 
o 

L saying 


n 


that 






lan | is 1 = creature 




"1 


the 


o 

^ circumstance 




) | would be 




1 




it ( 










1 nearer 






x mark 


Some would call n 


ea 
L 


[the 
rer an ad; 


ective. 






ESSOJ 


J 


LII. 



1. In each of these sentences there is an adjective 
phrase used as attribute complement: 

1. Europe was at war. 

2. This lady is of royal blood. 

3. Life is of short duration. 

4. The passions of some men seem under no control. 



268 HOENSHEL'S ADVANCED GRAMMAR. 

5. The whole community is of the same opinion. 

6. In slumbers of midnight the sailor-boy lay. 

Many carelessly parse the phrases in the preceding sentences 
as adverb phrases. 

Remember that a preposition shows the relation of its object 
to the word that the phrase modifies. 

2. Write five sentences, each containing an adjective 
phrase used as attribute complement. 

3. Parse the prepositions in the sentences given in 
paragraph 1. 

4. Notice this diagram : 



duration. 



Life | 



short 



5. Diagram the sentences in paragraph 1. 

6. Diagram these sentences : 

1. That matter is very important. 

2. That matter is of great importance. 

3. The Whigs were then in authority. 

4. Homonyms are considered among the mofct useful 

words of the language. 

5. Double-dealers are seldom in favor with honest men. 

6. The rioters were then in Paris. 



LESSON LIII. 

DIFFICULT SENTENCES ANALYZED. 

1. He lived so as to win the esteem of all his neigh- 
bors. 

This is a complex sentence, of which "He lived so" is the. 
principal clause, and " to win the esteem of all his neighbors" 



HOENSHEL'S ADVANCED GRAMMAR. 



269 



is the subordinate clause. The predicate of the subordinate 
clause is understood, the full clause being "to win the esteem 
of all his neighbors (is, or requires)." The subordinate clause 
is an adverb clause, modifying the. adverb so. As is a conjunc- 
tive adverb, modifying the predicate of the subordinate clause, 
and connecting the two clauses. ( Some authors may call as a 
relative pronoun in this sentence.) 

He | lived 



to win 



esteem 



2. He fell in love. 

Fell does not have its usual meaning here, but means nearly 
the same as became. In love is an adjective phrase, and forms 
part of the predicate. 

3. He fell to laughing like one out of his right mind. 

Fell to is a compound verb, used with the meaning of began. 
Laughing is the object of fell to. Like is an adverb, modify- 
ing laughing. One is the object of to or unto understood. 



He | fell to 



y laughing 
I like 



mind. 



4. I am done. 



This idiomatic expression is passive in form, but not passive 
in fact. Done is an adjective. 



270 HOENSHEL'S ADVANCED GRAMMAR. 

5. I am through eating. 

Through is an adjective, used as done in the preceding sen- 
tence is used. Eating is the object of a preposition (with) 
understood. 

6. It was to me that he spoke. 

This sentence is correct idiomatic English, but it cannot be 
disposed of by the rules of grammar. It is equivalent to "It 
was I to whom he spoke," which is easily analyzed. 

7. The swans on still St. Mary's lake float double, 

swan and shadow. 

Double is an adjective in predicate. Swan and shadow 
are predicate nouns of another clause, "They float swan and 
shadow." 

8. Be of the same mind, one toward another. 

Of the same mind is an adjective phrase. One may be 
parsed as the subject of another clause, "One be of the same 
mind toward another." Toward another probably modifies 
mind. 

9. In order to succeed in any undertaking, one must 

put heart in his work. 

In order to succeed means the same as to succeed, and I be- 
lieve it may all be taken as the infinitive. Some will prefer to 
call in order a preposition, and parse to succeed as its object. 



one | must put 

yln order to succeed | heart 



Or, 



one I must put 

heart 



work. 



to succeed 



HOENSHEVS ADVANCED GRAMMAR. 271 

10. Texas is more than three times as large as Kan- 
sas. 

A complex sentence. "Texas is more" is the principal 
clause. The subordinate clause, "(Extent) three times as 
large as Kansas (is much)," modifies more. Than is the 
connective, a conjunctive adverb. Of the subordinate clause, 
extent, understood, is the subject, modified by large. Large 
is modified by as, an adverb of degree. As is modified by 
times, a noun in the objective case without a governing word. 
As is also modified by the subordinate clause, "Kansas (is 
large)." The second as is a conjunctive adverb, connecting 
the clause, "Kansas is large," to the first as, and modifying 
large. 

Texas I is - more 



x x - x 



large | than 

I as 

times 



Kansas | x - x 
as 



three 



Texas is more than extent, three times as large as Kansas is 
large, is much. 

11. Analyze and diagram these sentences: 

1. Whoso sheddeth man's blood, by man shall his blood 

be shed. 

2. If the world be worth thy winning, think, oh ! think 

it worth enjoying. 
Worth is an adjective. Only one think should be used in 
the analysis or diagram. 

3. My Antonio, I am all on fire. 

4. My ! Antonio, I am all on fire ! 

5. My Antonio, I am standing on fire. 

6. It is better to be right than to be president (is good ). 

7. It is easier to be ( he, him) than to be myself. 
Many will parse president and myself in the nominative 

case. Think carefully. 



272 HOENSHEL'S ADVANCED GRAMMAR. 



LESSON LIV. 

Analyze and diagram these sentences : 

1. A few suggestions will be of practical value. 

2. Outward conduct is of little value except as an indi- 

cation of inward thinking. 
Except is a preposition, having indication as its object. As 
is merely introductory. 

3. Yet outward conduct must be looked to as the most 

faithful expression of feeling. 

4. He fell asleep. 

5. The dollars and cents are thought of as one price. 

6. They love each other. 

Each may modify other, but the better way is to parse it in 
apposition with they. 

7. They love one another. 

8. I am a very foolish, fond old man, fourscore and up- 

ward. 

9. The light burns dim. 

10. The fisherman stood aghast. 

11. To the Druids, the mistletoe, a parasitic, evergreen 

plant growing on certain trees, seemed especially 
sacred. 

12. For mine own part, I shall be glad to learn of noble 

men. 

13. The less you have to do with firearms, the better. 
The entire sentence is, "(It is) the better, the less you have 

to do with firearms." Less modifies some noun (care, atten- 
tion) understood, the object of have. To do has the construc- 
tion of an adjective, and modifies the understood noun. Some 
may consider less the object of have. 

14. He is expected to come. 

To come has the construction of an adjective. 

15. A beautiful behavior is better than a beautiful form. 

16. Truth, crushed to earth, shall rise again. 

17. Orators are like the wind. 



HOENSHEL'S ADVANCED GRAMMAR. 273 



LESSON LV. 

Analyze and diagram these sentences : 

1. These are Clan- Alpine's warrior's true ; 
And, Saxon, I am Roderick Dhu. 

2. Some are born great, some achieve greatness, and 

some have greatness thrust upon them. 

3. What you make of life it will be to you. 

4. AVhere your treasure is, there will your heart be also. 

5. True honor, as defined by Cicero, is the concurrent 

approbation of good men. 

6. I remember its being done. 

Being done has the construction of a noun in the objective 
case. 

7. I have found a plant answering to the description. 

8. I remember, I remember, the house where I was 

born. 

9. Since then, he has resided in Virginia. 
Is since a preposition ? 

10. He who judges least, I think, is he who judges best. 

11. I am sorry to hear it. 

12. Do not expect to govern others unless you have 

learned how to govern yourself. 

13. The predominant passion of Franklin seems to have 

been the love of the useful. 

14. His conduct was, under the circumstances, in very 

bad taste. 

15. Columbus felt that there was a continent to be dis- 

covered. 

16. That ought to have been thought of. 

17. For a man to confess his faults is noble. 

The object of for is man to confess his faults. Man is the 
objective subject of to confess. A noun is not the object of a 
preposition and the objective subject of an infinitive at the 
same time. 

I, , man 



\ ^to confess 

I faults 



noble 



18 



274 HOENSHEVS ADVANCED GRAMMAR. 



LESSON LVI. 

Correct where necessary, and analyze these sentences : 

1. We should not be overcome totally by present events. 

2. He lived in a manner agreeably to the dictates of 

reason and religion. 

3. Be so kind as to read this letter. 

4. They need not be alarmed. 

5. He is not rich, but is respectable. 

When in the course of the sentence we pass from the affirm- 
ative to the negative, or the contrary, the subject should be 
repeated." 

6. Anger glances into the heart of a wise man, but will 

rest only in the bosom of fools. 
Remember that coordinate conjunctions usually connect 
same cases, modes, tenses, etc. 

7. To profess regard and acting differently mark a base 

mind. 

8. He was a teacher, but is now a lawyer. 

9. It is no more but what he ought to do. 

10. Neither good nor evil come of themselves. 

11. Trust not him whom you know is dishonest. 

12. Trust not him who you know to be dishonest. 

13. It is so clear as it needs no explanation. 

14. This word is only found in Shakespeare. 

15. There are oak trees and walnut trees in that grove ; 

on the former are walnuts, and on the latter are 
acorns. 

16. An oak tree and a walnut tree are standing on the 

hill ; the one bears walnuts, and the other bears 
acorns. 



HOENSHEL'S ADVANCED GRAMMAR. 275 



LESSON LVII. 

Make the necessary corrections, and analyze these 
sentences : 

1. Cato, before he durst give himself the fatal blow, 

spent the night in reading Plato's Immortality. 

2. None knew thee but to love thee. 

3. Somebody told me, but I forget whom. 

4. Would that my brother was here. 

5. I rely on your coming in good season. 

6. We learned that the air was composed of two gases. 

7. Great benefits may be derived from reading of good 

books. 

8. A fondness for display is, of all other follies, the most 

ridiculous. 

9. No one (beside, besides, except) the immediate fam- 

ily was present at the funeral. 

10. Six months' interest are due. 

11. He is a friend of the teacher's. 

12. You might come for at least a ( few, couple of) days. 

13. Here is a fresh basket of eggs. 

14. If fresh milk seems to make the child sick, boil it. 

15. Slow rises worth by poverty depressed. 

16. Fruit, as well as flowers, will carry their perfume. 

17. It is you that is to be nominated. 

18. The prince, and the duke too, have received their al- 

lowance. 



276 HOEXSHEL'S ADVANCED GRAMMAR. 



LESSON LVIII. 

Analyze and diagram these sentences : 

1. No man is so wise that he cannot learn more. 

2. Flowers are like familiar friends that we love to 

meet. 

3. The crocodile is so difficult to kill that people are 

apt to imagine that the scales have resisted their 
bullets. 

4. He that cannot forgive others breaks the bridge over 

which he himself must pass. 

5. He that observeth the winds shall not sow, and he 

that regardeth the clouds shall not reap. 

6. The faster you go, the sooner you will reach home. 

7. Nitrous oxide, or laughing-gas, produces insensibil- 

ity. 

8. No man is so fortunate as always to be successful. 

9. "We know what we are, but we know not what we 

may be. 

10. The latest gospel of the world is: Know thy duty, 

and do it. 

11. "Nothing," says Quintilian, quoting from Cicero, 

"dries sooner than tears." 

12. We look for a new heaven and a new earth wherein 

dwelleth righteousness. 

13. Murmur not, O man! at the shortness of time, if 

thou hast more than is well employed. 

14. "We may not be able to accomplish all we desire, but 

shall we therefore sit still with folded hands? 

15. It is true that the sun pours down his golden flood 

as cheerily on the poor man's cottage as on the 
rich man's palace. 

16. The Chinese pitcher-plant is quite common in Ceylon, 

where it is called the monkey-cup, because the 
monkeys sometimes open the lid and drink the 
water when there is no spring of water where they 
can quench their thirst. 



HOENSHEL'S ADVANCED GRAMMAR. 277 



LESSON LIX. 

Analyze and diagram these sentences : 

1. 'Tis with our judgments as with our watches : none 

go just alike, yet each believes his own. 

2. It was Watt who told George II. that he dealt in an 

article of which kings were said to be fond — power. 

3. Nor is it given us to discern what forged her cruel 

chain of moods, what set her feet in solitudes. 

4. Both Pitt and Wellington were great men ; the 

former in peace, the latter in war. 

5. You cannot teach an old dog new tricks. 

6. I was told this story while we were traveling in 

Egypt. 

7. He was offered a large sum of money for his vote. 

8. And the voice that was calmer than silence said, 

" Lo ! it is I ; be not afraid." 

9. Be it ours to hope and to prepare, under a firm and 

settled persuasion, that, living and dying, we are 
His. 

10. He made no secret of my having written the review. 

11. Teach me to hide the fault I see. 

12. The ship was lost sight of in the darkness of the 

night. 

13. All persons are forbidden to trespass on these 

grounds. 

14. At midnight, in his guarded tent, 

The Turk lay dreaming of the hour 
When Greece, her knee in suppliance bent, 
Should tremble at his power. 

15. There is no need that she be present. 



278 HOENSHEL'S ADVANCED GRAMMAR. 



LESSON LX. 

Correct where necessary, analyze, and diagram : 

1. All are gone but him and me. 

2. He is the man whom I told you about. 

3. They came just behind father and I. 

4. Richard is himself again. 

5. It was the one whom you said it was. 

6. God seems to have made him what he was. 

7. A horse costs three times as much as a cow. 
Costs is intransitive. 

8. As many as came were satisfied. 

9. Such as are virtuous are happy. 

10. The fugitive threatened to shoot whomever tried to 

stop him. 

11. I knew the man who the general appointed captain. 

12. You cannot reap until after you sow. 

13. The higher the bird flies, the more out of danger it is. 

14. Of all the other Roman orators, Cicero is most re- 

nowned. 

15. I have no other hope but this. 

16. A whole month has passed since you have arrived. 

17. The Mississippi has been very high this year. 

18. The Ohio has been very high last month. 



LESSON LXI 



Each of these sentences contains at least one error. 
Make the necessary corrections, and then analyze: 

1. If he be sincere, I am satisfied. 

2. It is no more but his due. 

3. Those set of books were much prized. 

4. Flatterers flatter as long and no longer than they 

have expectation of gain. 



HOENSHEL'S ADVANCED GRAMMAR. 279 

5. The visitor told the same story which you did. 

6. David, the son of Jesse, was the youngest of his 

brothers. 

7. We need not to be afraid. 

8. He expected to have gained more by the transaction. 

9. Is it me that you mean ? 

10. If this were his meaning, the prediction has failed. 

11. To study diligently and to behave well is commend- 

able. 

12. It are commendable to study diligently and to be- 

have well. 

13. He loves no interests but that of truth and virtue. 

14. I only spoke three words on the subject. 

15. Hannibal was one of the greatest generals whom the 

world ever saw. 

16. These are the rules of grammar by the observing 

which you may avoid mistakes. 

17. There is no book published, which when we examine 

it carefully, we cannot find mistakes in it. 

18. He accused his companion for having betrayed him. 

19. Let your promises be few, and such that you can per- 

form. 

20. The winter has not been so severe as we expected it 

to have been . 

21. My sister and I, as well as my brother, are employed 

in their respective occupations. 

22. This grammar was purchased at Leighton's,the book- 

seller's. 

23. The time of the teacher making the experiment at 

length arrived. 

24. This picture of the art dealer's does not much re- 

semble him. 

25. These pictures of the art dealer were sent to him 

from Europe. 



280 HO EN SHE L' S ADVANCED GRAMMAR. 

LESSON LXII. 

CAPITALS AND PUNCTUATION. 

1 . A capital letter should be used — 

1. For the first letter of every sentence. 

2. For the first letter of every proper noun. 

3. For the first letter of every line of poetry. 

4. For the first letter of every direct quotation. 

5. For the first letter of every abbreviation that repre- 

sents a proper noun. 

6. For initials that represent proper nouns. 

7. For the words I and O. 

8. For the first letter of all names applied to the Deity. 

9. For the first letter of a strongly personified object ; 

as, " Come, O life-giving Hope ! " 

2. The comma should be used — 

1. To separate the name of the person addressed from 

the remainder of the sentence. 

2. To separate the words of a series. The word and is 

seldom used in a series except between the last 
two, but if and is used between every two, no 
comma should be used. 

3. To separate two ad jectives modifying the same noun 

when and is omitted. 

4. To show omission of a word or words, especially in 

writing a name and its address, and dates; as, 
John Wilson, Boston, Mass.; July 4, 1896. 

5. To set off words, phrases, and clauses out of their 

natural order, and non-restrictive clauses. 

6. To set off a noun clause used as attribute comple. 

ment. 

7. To set off a noun clause used as the subject, if it is 

long, or if it ends with a verb. 

8. To set off parenthetical expressions. 

9. To set off appositives, unless short and used as part 

of the name. 



HOENSHEL'S ADVANCED GRAMMAR. 281 

10. To set off participial phrases and relative clauses, 

when not restrictive. 

11. After as, to wit, namely, etc., when they introduce 

examples or illustrations. 

12. To separate pairs of words joined by conjunctions ; 

as, "Sink or swim, live or die, survive or perish, 
I give my hand and my heart to this vote." 

3. A period should be used — 

1. At the close of each declarative and imperative sen- 

tence. 

2. After each initial. 

3. After every abbreviation. 

4. The interrogation point should be used at the 
close of every interrogative sentence. 

The interrogation point is not used at the close of an indirect 
question; as, "He asked me if I knew who wrote the book." 

5. The exclamation point should be used after inter- 
jections (except 0), and usually at the end of exclama- 
tory phrases and sentences. 

6. The semicolon should be used — 

1. Before as, to wit, namely, etc., when followed by 

examples or illustrations. 

2. To separate clauses having parts separated by com- 

mas. 

7. The colon is used — 

1. Before a quotation, when formally introduced by 

thus, as follows, etc. 

2. Usually after the complimentary address at the be- 

ginning of a letter; as, "Dear Sir: In answer to 
yours," etc. 



282 110 ENSUE L- S ADVANCED GRAMMAR. 

8. The hyphen is used — 

1. Between syllables when they are divided at the end 

of a line. 

2. To join the parts of a compound word. 

9. Quotation marks should be used to inclose words 
and sentences taken from another. 

A quotation within a quotation is inclosed by single marks. 

Notice the location of the interrogation point and 
quotation marks in these sentences : 

1. Did you hear the boy say " Let me go " ? 

2. He heard the boy say " Where am I ? " 

10. Marks of parenthesis are used to inclose some- 
thing incidental or explanatory, which may be omitted 
without destroying the sense; as — 

1. Then Otis (for he was the commanding officer) gave 

the order to advance. 

2. I censured him (do you blame me? ) for his conduct. 

The marks of parenthesis indicate that the inclosed part has 
less connection with the rest of the sentence than if inclosed by 
commas. 

11. Brackets are used to give an explanation, to cor- 
rect a mistake, to supply an omission, or, when within 
quotations, to indicate that the words inclosed are not 
those of the author; as — 

1. Yours [ the American] is a nation of freemen. 

2. He said he knew who [whom] they selected. 

3. I know her better than you [ know her] . 

4. James Russell Lowell says : " No man [and this term 

will include woman] is born into the world whose 
work is not born with him." 



DIAGEAMS. 



Wolves 



howl. 



Explorers | have discovered 



| islands. 



The subject and predicate are written on a heavy horizontal 
line, and are separated by a short vertical line. 

The object is written on a lighter line placed after the predi- 
cate and a little below it. 



soldiers 



fought 



| The | patriotic 



bravely. 
1 very 



Modifiers are written on light lines, and are placed under the 
words they modify. 



Flowers 



si 


| decay. 


plants ; 






r purred 


kitten | 


! x 

| played 


The 


: ps 
: 3 

: e- ran . 



(283; 



284 



HOENSHEUS ADVANCED GRAMMAR. 



cl 


lild | 


saw 






The 










; p | the 








j animals. 



[ the 

In the last diagram on preceding page, and is left out between 
purred and played. Its place is marked with a cross ( x ). 



fox | 


is - 


sly. 


The 
ship 


came 


The 




4 
o 



Liverpool. 



Sly is an adjective modifying fox, but it is part of the predi- 
cate. Notice the dash between is and sly. 

A phrase is placed under the word it modifies. The prepo- 
sition line extends below the line on which the object of the 
preposition is written.. 



The flag of the United Staler is red, white, and htue. 
red 



flag I is 



white 



p 

S- blue. 



HOENSHEL'S ADVANCED GRAMMAR. 



285 



That large and beautiful boat glides smoothly and swiftly. 
boat j glides 



That 



and 

large | beautiful 



and 

smoothly 



swiftly. 



The image was placed in the temple of Jupiter, 
image [ was placed 



The 



temple 



the 



Jupiter 



Cromwell was = patriot. 



The predicate noun is separated from the verb by two 
dashes (the sign of equality). It always means the same 
person or thing as the subject. 



Mary, shut the door. 
Mary 



shut 



door. 



| the 

Words used inaependently are not connected with the sen- 
tence. 

You, the subject of shut, is not expressed ; that is, it is un- 
derstood. Its place is indicated by a cross ( x ). 



286 



HOEXSIIEL'S ADVANCED GRAMMAR. 



Mr. Jones, the banker, lives in a stone house. 
Mr. .Tones (banker) lives 



the 



house. 



A word in apposition is written on the same line as the word 
it explains, and is inclosed in a parenthesis. 



< 'harles's pet dog lias lost its collar. 

dog has lost 

I Charles's I pet 



I collar 



A noun or pronoun in the possessive case is placed as a modi- 
fier of the thing possessed. 



Out of the house and up the street he ran. 
He | ran 





o and 


a 




o 

house 


street. 




| the 




the 





The conjunction and connects the two phrases. 



Mann, alas! had fallen in battle. 
alas 
Many had fallen 

Interjections are not connected with the sentence. 



IIOENSHEL'S ADVANCED GRAMMAR. 



28^ 



The man who cannot govern himself is a slave. 
man I is = slave. 



The 



who 



can govern 



| not | himself 



The lady whose house we occupy gives money to the poor 
lady | givt 

money 



house 




whose 



As the relative pronoun is a connective, it is joined to its an- 
tecedent by a dotted line. 



If it does not rain soon, the farmers will not raise much corn. 
farmers j will raise 





| The 
does 




1 not 
rain 


corn 


it 


j much 






not 


| soon. 





In a complex sentence, the simple conjunction is placed on a 
dotted line connecting the predicate of the subordinate clause 
and the word in the principal clause modified by the subordi- 
nate clause. 



8 HOENSHEL'S ADVANCED GRAMMAR. 

I shall go when the time comes. 
I shall go 



time | comes. 



the 



when 



Besides being a connective, when is an adverb (conjunctive 
adverb), modifying comes ; therefore, it is written under comes, 
and is connected by a dotted line to the word modified by the 
subordinate clause. 



The house where we live is very old. 

house | is - old. 



I The 



| very 



we | live 



I where 



The dependent clause, " where we live," is an adjective 
clause modifying house. Where, the connective, modifies 
live, and connects the dependent clause to house. 



That the earth was once a molten mass, is taught by scientists. 
That 

eartli | was j = mass 



| the 



once a molten 



| is taught 



That is a conjunction, used as an introductory word, and is 
placed above the predicate, with which it is connected by a 
dotted line. 



HOENSHEL'S ADVANCED GRAMMAR. 



289 



His cry was, " Where am If 

I 



EI_L 



where 



His 



The speaker said, "The Cubans are fighting the Spaniards. 
Cubans | are fighting 



| the 
speaker | said 



The 



Spaniards. 
I the 



Lincoln was President and Hamlin was Vice-President. 
Lincoln | was = President 



Hamlin 



was = Vice-President. 



The conjunction ( coordinate conjunction ) connecting the 
clauses of a compound sentence is written on a double-dotted 
line. 



That lady wished to learn to sing. 
lady , wish ed 



That 



V to learn 



Vtosing. 



19 



290 HOENSHEL'S ADVANCED GRAMMAR. 

To go is pleasant. 

VTogo is - pleasant. 

To read books is pleasant. 
I To read 



books 

| is - pleasant. 



The infinitive is written on a curved line. 

In the first and second the infinitive might be placed above 
the base line, as in the third, but it is not necessary. The 
fact that it is an infinitive, and its construction (office), can be 
shown by placing it on the base line. 

In the third sentence it is better to place the infinitive on a 
support, in order to indicate that it is the subject of is, and 
that it has an object. 



The letter written so neatly has been received. 

letter has been received. 

| The \ ^ written 



neatly 



The diagram for the participle is the same as that for the 
infinitive. 



Having examined the book, he recommended it. 
he recommended 

V Having examined I it. 

I book 
I the 



HOENSHEL'S ADVANCED GRAMMAR. 



291 



The mountain is three miles high. 

mountain | is - high. 



| The 



miles 



three 



A noun in the objective case without a governing word is 
diagrammed, as if it were the object of a preposition, but noth- 
ing is written on the preposition line. As no preposition is 
understood, no cross should be used. 



I wish Henry to be a merchant. 
Henry 
I wish 



\j,o be = merchant. 



" Henry to be a merchant" is the object of wish. 
* * * 



The doctrine that all men are created equal was held by our 
fathers. 

that 



men | are j created 


- equal 


all 
doctrine ( 


) ! was held 


The 


^ fathers. 




| our 



Do you believe that old proverb, "Honesty is the best policy"? 
Honesty | is = policy. 
you | Do believe 



proverb ( 



the best 



that old 



292 



HOENSHEt'S advanced grammar. 



Give it to whoever wants it. 
x | Give 



whoever | wants 



As the antecedent of a compound relative is never expressed, 
its place is indicated by a cross. 



lh heard what I said. 
What = that which. 

He | heard 



I I 



said 



that 



I which 



Wisdom is better than rubies. 

Wisdom | is - better 



rubies | (are - good). 



than 



When the comparative degree is followed by than, there will 
always be a complex sentence, and the positive degree of the 
same word (often not expressed) will be found in the subordi- 
nate clause. In such sentences, than is a conjunctive adverb, 
modifying the word in the positive degree and connecting the 
subordinate clause to the word in the comparative degree. 



HOENSHEL'S ADVANCED GRAMMAR. 293 

It is useless to inquire. 

y to inquire. 



It ( 



| is — usele 



The soldier lay wounded. 

y wounded. 



soldier lay - I 

I The 



We should avoid injuring the feelings of others. 

"We should avoid 

^injuring 



feelings. 



Injuring is a participle, with the construction of a noun, and 
is the object of should avoid. Feelings is the object of injur, 
ing. 



Your writing that letter so neatly secured, the situation. 
\^ writing 



| Your | neatly 



letter 



I secured 



1 situation. 



294 HOENSHEL'S ADVANCED GRAMMAR. 

If the sentence were "Your writing so neatly secured the 
situation," the following diagram could be used: 

\ ^ writing secured 

| Your | neatly | situation. 

J so 

In this case it is not necessary to place the participle on a 
support; but when the participle used as the subject has an 
object, it is difficult to show the office of each word without 
placing the participle above the base line. 



We can improve our minds l>;/ reading good books. 



V reading 

| books. 



Reading is a participle used as the object of by, and books 
is the object of reading. 



The pardon by the governor prevented his being hung. 

pardon | prevented 

V ^ being hung. 

| his 

Being hung is a participle, with the construction of a noun, 
object of prevented. 



HOENSHEL'S ADVANCED GRAMMAR 295 

Pardon my asking if you like to read. 



if 



you 1 



like 



Pardon 



Vasking 

[ my 



V to read. 



He is both wise and virtuous. 



He | is - 



virtuous. 



Both and should be taken together and parsed as a strength- 
ened conjunction. 



The bells rang and the whistles blew, but the dogs did not bark 
and the people were silent. 



bells I 


rang 


The ; 


: p 




1 P- 


whistles | i 


: blew 


the I 


: O' 

: C 


dogs | j 


1 did bark 


the i 


i » | not 




: P^ 


people | ; 


i were - silent. 



The propositions composing a member should be placed 
nearer to each other than the two members. 



296 



IIOENSHEL'S ADVANCED GRAMMAR. 



When thy wealth has taken wings, and when thy companions 
have deserted thee, the (rue friend will still remain faithful. 

friend | will remain - faithful 



true 



The 



still 



wealth | has taken 




ngs. 


1 thy when i 


: | wi 


* T3 " 




C : 

companions | have ^ ; 


; deserted 


|_thy 




lil 

when 



Christ come and the new era began when Greece had lost her 
greatness and the seeds of decay had. hern, planted in the Roman 
Empire. 



Christ 


came 




era 


1 ; began 




| the 


| new ' 


Greece 


| had lost 


• 
greatness 

her 
anted 




when j | p, 

: :: 3 






seeds | had been p 




[the 


o 
decay 


5" 
Roman Empire. 



the 



When might be supplied as a modifier of had been planted, 
but it is not necessary. The dependent clause modifies both 
began and came, and the dotted line might extend to came, 
also. 



HOENSHEL'S ADVANCED GRAMMAR. 297 

Where one lives as a king, many live as peasants. 



many | live = peasants. 



Napoleon being banished, peace was restored to Europe. 
peace > was restored 



Napoleon 

^ being banished 



Europe. 



The nominative absolute is not connected with the remainder 
of the sentence. 



He waited an hour, staff in hand. 

He waited 



staff 



hour 
an 



V (being) 

3 hand. 



298 



HOENSHEL'S ADVANCED GRAMMAR. 



Washington was a better statesman than a general. 
Washington | was = statesman 

I a J better 
x | x = general. 



1 tht 



Washington was a better statesman than he was a good gen- 
eral. A should be omitted before general, but it should be 
used when the omitted words are supplied. 



We found the questions not only easy, but very diverting. 





found 


questions 


: a 

i ° 


We 




V" x - J 


: O 

: a 




i 








\ & 






j diverting. 




| very 



interesting 



Questions is the objective subject of to be understood. Not 
only but are all taken together as one conjunction. 



He is to be blamed for keeping us waiting so long. 

V to be blamed us 

^ x x waiting 



He 1 is 



keeping 



long. 



To be is understood before waiting, forming the progressive 
form of the present infinitive. 



HOENSHEL'S ADVANCED GRAMMAR. 



299 



I have more money than I know what to do with. 

I j have 

money 



( that I is - much) 
than 



y to do 



I | know 



S. [ what 
(which) 



He | 



he I could. 



" He came as soon as he could." Soon is an adverb, modify- 
ing came; the first as is an adverb of degree, modifying soon; 
the second as is a conjunctive adverb, modifying could (come), 
and connects the subordinate clause to the first as. The sub- 
ordinate clause is an adverb clause of degree, modifying the 
first as. In "He reads as well as he writes," as well as is 
parsed just as as soon as in the preceding sentence. In "He, 
as well as his sister, is expected," as well as is parsed as a 
conjunction. 



800 



HOENSHEL'S AD VANCED GRAMMAR 

I | liked 



T I examined 

I more. | it 
'the 



better 

I the 



it. 



In "The more I examined it, the better I liked it," the prin- 
cipal clause is "I liked it the better." Better is an adverb, 
modifying liked. The first the is a conjunctive adverb, modify- 
ing more and connecting the dependent clause to the second 
the; more is an adverb of degree, modifying examined; the 
second the is an adverb of degree, modifying better; the de- 
pendent clause, "I examined it the more, is an adverb clause 
of degree, and modifies the first the. 



Fools judge only by events. 



events. 



only 



He visited not only New York, but also Philadelphia. 

New York. 



He 1 visited 



Philadelphia. 



HOE N SHE US ADVANCED GRAMMAR. 
He I visited 



| New York 
[ only 

| not 
He | visited 

| also 1 Philadelphia. 
Of these two diagrams, I prefer the one on p. 300. 



301 



He ivas so angry that he could not speak. 
He | was - angry 



he ; could speak. 
not 



Either or, neither nor, whether or, both and, and some other 
correlatives, should be diagrammed and parsed as simple con- 
junctions. 



* # * 



February is not so long as March, but colder. 
, February | is - long 



| not 



March. | x - x 



colder 



302 



HOENSHEL'S ADVANCED GRAMMAR. 



Sweet it is to have done the thing one ought. 
[^ to have done 



It ( 



thing 



| ought. 



I 



) | is — sweet 



The infinitive to have done, with all its modifiers, is in appo- 
sition with it. After ought, to have done which is understood. 



Instead of saying that man is the creature of circumstance , it 
would I" 1 nearer tlie mark to sag that man is the architect of cir- 
cumstance. 

that 



man | is ; — architect 



Vtosay 



it ( 



the 



circumstance. 



that 



I saying 
) I would be 



man 


is 


I = creature 








the 


o 

circumstance 









x mark 



the 



Some would call nearer an adjective. 



Life is of short duration. 





is - 


"^ duration. 


Life 




1 short 



HOENSHEVS ADVANCED GRAMMAR. 



801 



For a man to confess his faults is noble. 
man 



yto confess 



faults 



| is - noble 



The object of for is man to confess his faults. Man is the 
objective subject of to confess. A noun is not the object of a 
preposition and the objective subject of an infinitive at the 
same time. 



INDEX. 



Page. 

A, as a preposition :...... 257 

Abstract nouns 18 

Active voice 59, 60, 132-134, 228, 229 

Adjective clauses 85-87 

Phrases 76, 96 

Pronouns 43, 110, 203, 204 

Adjectives .9, 50-56, 122-129, 216-224 

Appositive 123 

Classes of 50, 51, 216, 217 

Comparison of 52-54, 122-128 

Definitive 50 

Descriptive 50 

Interrogative 118, 203 

Modifying another adjective 218 

Numeral 51, 122 

Parsing of 55 

Predicate 16 

Pronominal .': 110 

Proper 51 

Adverb clauses 87-90 

Phrases 76 

Adverbs 9, 74-76, 163-167, 251-256 

Classes of 74, 163, 164 

Comparison of 74, 164 

Conjunctive 163, 252 

Interrogative 163 

Modal 163, 252 

Parsing of 75, 76 

Phrase 164 

Relative 252 

Simple 163 

Agreement — Pronoun with antecedent 46, 118-120, 210-212 

Verb with subject 68, 72, 73, 136-140, 241-244 

—20 (305) 



306 HOENSHEL' S ADVANCED GRAMMAR. 

Among and between 169 

Analysis 94, 95 

Antecedents 41 

Agreement of pronoun with 46, 118-120, 210-212 

Appositive adjectives 123 

Clauses 107 

Appositive, cases of 33, 34 

Articles 51, 216 

As, conjunctive adverb 254 

Preposition 257 

Relative pronoun 207 

Attribute complement 91 

Auxiliary verbs 129 

Be, auxiliary in passive voice 132, 133 

Conjugation of 144-146 

Followed by objective 102, 193 

Between and among- 169 

But, as relative pronoun 207 

Capitals 19, 280 

Can and may 71, 72 

Cardinal numbers 122 

Case 31-36, 101-106, 192-200 

Absolute 193 

After intransitive verbs 193 

After interjections 198 

Factitive object 197 

Nominative 31, 32, 192 

Objective 31, 101, 102, 192, 196-198 

Possessive 35, 36, 104-1C6, 195, 196 

Two objects 197 

Clauses — Adjective 85-87 

Adverb 87-90 

Dependent 84 

Independent 84 

Noun 90-93, 107 

Principal 84 

Restrictive and non-restrictive 205, 206 

Subordinate 84 

Collective nouns 17, 18 

Comma, use of 20, 175-177, 280, 281 

Common gender 21 



HOENSHEL'S ADVANCED GRAMMAR. 807 

Common nouns 17 

Comparative degree of adjectives 52, 122-128 

Of adverbs 74, 164 

Comparison of adjectives 52-54, 122-128 

Of adverbs , 74, 164 

Complements of incomplete verbs 226, 227 

Of passive verbs 227 

Of transitive verbs (active) 226 

Complete verbs 226 

Complex phrases 180 

Sentences 84-93, 184-187 

Compound personal pronouns 42 

Objects 14 

Phrases 180 

Predicates 14 

Prepositions 77, 256 

Relative pronouns . 110, 111, 208 

Sentences 181-183 

Subjects 14 

Verbs 168, 236, 237 

Concessive clauses 88 

Conditional clauses 88 

Conjugation 143-151 

Of be -. 144-146 

Of live "... . 147-150 

Emphatic form of 234, 235 

Progressive form of 151, 234 

Conjunctive adverbs 163, 252 

Conjunctions 10, 79, 170, 171, 258, 259 

Classes of 170 

Coordinate 170, 258 

Subordinate 170, 259 

Copulative verbs 226 

Correlatives, uses of 260-263 

Declarative sentences 10 

Declension of pronouns 41, 42, 110, 111 

Defective verbs 225 

Definitive adjectives 50 

Demonstratives 110 

Dependent clauses 84 

Descriptive adjectives 50 



308 HOENSHEL' 8 ADVANCED GRAMMAR. 

Diagrams 283-303 

Difficult sentences analyzed 268-27] 

Diminutive degree 220 

Diminutive nouns 188 

Double relative 110 

Each other 272 

Emphatic form of verb 234, 235 

Exclamation 79 

Exclamatory sentences 11 

Factitive object 197 

Feminine gender • 21, 99, 100 

Fewer and less 221 

Finite verb 129, 226 

Future-perfect tense 66 

Future tense 65 

Gender 21-23, 188-189 

Common 21 

Feminine 21, 99, 100 

Masculine 21, 99, 100 

Neuter 21 

Gerunds 246 

Imperative mode 63, 64 

In first and third persons 23< I 

Imperative sentences 10 

Imperfect tense 235 

Impersonal verb 226 

Improper omission of prepositions 256 

In and into 169 

Incomplete verbs 226 

Indefinite pronouns 110 

Indicative mode 62 

Infinitives 70, 152-256, 245-248 

As adjective 154, 245 

As adverb 154 

As noun 153, 154 

Parsing of 153 

Subject of 101, 102 

Without to 152, 153 

Inseparable phrases 181 

Interjections 10, 79, 171 



HOENSHEL' 8 ADVANCED GRAMMAR. 309 

Interrogative adjectives 118, 203 

Adverbs 163 

Pronouns 43, 209 

Sentences 10 

Intransitive verbs 58 

Have no passive 60 

May have objective case after them 102, 193 

Irregular verbs 58 

Learn and teach. 71, 72 

Less and fewer 221 

Like, uses of 221 

Many a, parsed together 221 

Masculine gender 21, 99, 100 

May and can 71, 72 

Members of compound sentences 181 

Modal adverbs 163, 252 

Mode 62-64 

Imperative 63, 64 

In first or third person 230 

Indicative 62 

Potential 62, 63 

Subjunctive 134, 231, 232 

Modifier 13 

More and most in comparison 220 

Multiplicatives 122 

Need, does not add s in negative sentences 243 

Neuter gender 21 

Neuter verbs 225 

No, yes 253 

Nominative case 31, 32, 192 

Absolute 193 

By direct address 33, 193 

By exclamation : 193 

By pleonasm 193 

By subscription , 193 

Non-restrictive clauses 205, 206 

Noun clauses 90-93, 107 

Noun phrases 9,6 

Nouns 9, 17-40, 99-109, 187-202 

Abstract 18 

Class 188 



310 H0EN8HEL 8 AD VANCED GRA MMAR. 

Collective 17, 18 

Common 17 

Diminutive 188 

Parsing of 36, 37 

Participial 188 

Proper 17 

Verbal 188 

Number of nouns and pronouns 26-31, 189-192 

Of verbs 68, 136-140, 241-244 

Numeral adjectives 51, 122 

Cardinal 122 

Multiplicative 122 

Ordinal 122 

Object 11, 12 

Compound 14 

Factitive 197 

Indirect 198 

Of passivi verb 197 

Of preposition 31 

Of verb 11, 12, 31 

Objective attibute 102, 193 

Objective case 31, 101, 102, 192, 196-198 

After interjections 198 

After intransitive verbs 102, 193 

Subject of infinitive 101, 102 

Without a governing word 101 

Or, sometimes not a connective 259 

Ordinals 122 

Parsing of adjectives 55 

Of adverbs 75, 76 

Of infinitives 153 

Of nouns 36, 37 

Of participles 158 

Of pronouns 47, 48 

Of verbs 68, 69 

Participles 58, 157-162, 245-248 

As adjectives 158 

As adverbs 246 

As nouns 158, 159 

In passive voice 132, 133, 228, 229 

In progressive form of verb 234 

Parsing of 158 



HOENSHEVS ADVANCED GRAMMAR. 31 1 

Parts of speech 10 

Passive voice 59, 60, 132-134, 228, 229 

Formation of 132, 133 

Past tense 65 

Past-perfect tense 66 

Period, use of 20 

Person of nouns and pronouns 24, 25 

Of verbs , 68 

Personal pronouns 41 

Compound 42 

Declension of 41, 42, 110 

Personification 99 

Phrase adverbs 164 

Phrases 16, 96, 97, 180, 181 

Adjective 76, 96 

Adverb 76, 96 

Complex 180 

Compound 180 

Infinitive 96 

Inseparable 181 

Noun 96 

Participial 96 

Prepositional 76, 96 

Separable 180 

Simple 180 

Pleonasm 193 

Plural number 26-31, 189-192 

Plurals of letters, figures, etc 100 

Of titles 191 

Of words in f and fe 27 

Of words in o 27 

Of words in y 26 

Positive degree of adjectives 52, 122 

Possessive case 35, 36, 104-106, 195, 196 

In joint ownership 104, 105 

In separate ownership 104, 105 

Of appositives 104 

Of compound terms 104 

Possessive pronouns 204, 205 

Potential mode 62, 63 

Predicate 11 

Adjectives 16 



312 1I0ENSIIELS ADVANCED GRAMMAR. 

Complex 179 

Compound 14 

General 179 

Logical 179 

Nouns 31 

Prefix 53 

Prepositions 9, 7G. 77, 168-170, 256, 257 

Compound 77, 256 

Ending in ing 168 

Improper omission of 256 

Present tense 65 

Present-perfect tense 66 

Progressive form of verb 151, 234 

Pronominal adjectives 110 

Pronouns 9, 41-49, 110-120, 202-214 

Adjective 43, 110, 203, 204 

Antecedent of 41 

Compound personal 42 

Compound relative 110, 111, 208 

Declension of 41,42, 110, 111 

Demonstrative 110 

Indefinite 110 

Interrogative 43, 209 

Parsing of 47, 48 

Personal 41 

Possessive 204, 205 

Relative 44, 45, 85, 113, 114' 

Proper adjectives 51 

Proper nouns 17 

Prepositions 83, 84 

Principal '. 84 

Subordinate 84 

Proverbs 40, 55, 81, 109 

Punctuation 20, 56, 175-177, 280-282 

Quotations 56 

Regular verbs 58 

Relative adverbs 252 

Relative pronouns 44, 45, 85, 110, 111 

Compound 110, 111 

Restrictive clauses 205, 206 

Rules of spelling 53, 54 

Senator, in different constructions 200 



IIOENSHEES ADVANCED GRAMMAR. 313 

Sentences 10, 11, 83-95, 178, 179 

Complex 84-93, 184-187 

Compound 93, 94, 181-183 

Declarative 10 

Exclamatory 11 

Imperative 10 

Interrogative 10 

Simple 83 

Separable phrase 180 

Shall and will 238-240 

Should and would 238-240 

Simple adverb 163 

Simple phrase 180 

Simple sentence 83 

Specification, clause of 186, 187 

Spelling, rules of 53, 54 

Subject of sentence 11 

Of infinitive 101, 102 

Complex 179 

Compound 14 

General 179 

Logical 179 

Subjunctive mode 134, 231, 232 

Subordinate conjunction 170, 259 

Subordinate proposition 84 

Suffix 53 

Superlative degree 52, 122-128 

Synopsis of verb 150, 151 

Teach and learn 71 , 72 

Tense 65-67 

Future 65 

Future-perfect 66 

Imperfect 235 

Past 65 

Past-perfect 66 

Present 65 

Present-perfect 66 

Uses of 233, 234 

Than, as a conjunctive adverb 220 

As a preposition 257 

"With comparatives 220 



314 H0EN8IIEL 8 ADVANCED GRAMMAR. 

The, as a conjunctive adverb 254 

There 70 

To-day 253 

Transitive verbs 58 

Uses of tenses 233, 234 

Verbs 9, 57-73, 129-162, 225-251 

Active and passive 59, 60 

Agreement with subject 68, 72, 73, 136-140, 241-244 

Auxiliary 129 

Complement of 226 

Complete and incomplete 226 

Compound 168, 236, 237 

Conjugation of 143-151 

Copulative 226 

Correct forms of 140-143 

Defective 225 

Finite 129, 226 

Impersonal 226 

Infinitives 70, 152-156, 245-248 

Intransitive 58 

Irregular 58, 130-132 

Mode of 62-64, 134, 135 

Neuter 225 

Number and person of 68, 136-140 

Parsing of 68, 69 

Participles 58, 157-162, 245-248 

Progressive form of 151 

Redundant 225 

Regular 58 

Tense of 65-67, 135 

Transitive 58 

Synopsis of 150, 151 

Voice of 59, 60, 132-134, 228, 229 

Voice, active and passive 59, 60, 132-134, 228, 229 

What, double relative 110 

Different uses of 118 

What a, parsed together 221 

Will and shall 238-240 

Words as different parts of speech 263, 264 

Would and should 238-240 

Yes, no 253 



NOV 6 189 1 




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